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Dissertations / Theses on the topic 'Inclusive leadership'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Kanisin, Githathevi. "Leadership commitment to inclusive dialogue." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435871.

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Vorapanya, Sermsap 1974. "A Model for Inclusive Schools in Thailand." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/9487.

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xv, 241 p. : ill., map. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Inclusive education is now accepted worldwide as the best educational practice for children with special needs, but there is still considerable debate about how best to implement inclusion in specific cultures. The purpose of this research study was to develop a model of inclusion that is appropriate for elementary schools in Thailand and to identify appropriate leadership roles in adoption of inclusion practices. This research study was

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Jekanowski, Elizabeth C. "District Leadership and Systemic Inclusion| A Case Study of One Inclusive and Effective School District." Thesis, Florida Atlantic University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10610476.

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<p> Inclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and understand the leadership practices of SSSD (pseudonym), an inclusive (based on LRE .75% for three

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4

Preston, Heather Paige. "Come Together: Inclusive Leadership and Public Relations Education." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1560961778025252.

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Driscoll, William Russell. "Leadership for Inclusive Practices: Border Crossing for Refugee Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108827.

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Thesis advisor: Lauri Johnson<br>The United Nations High Commissioner for Refugees estimates that more than half of the 22.5 million refugees worldwide are children. Among the consequences of fleeing their homes because of violence, war and persecution, families and children face a crisis level of interruption to their educational opportunities. As the United States continues to lead the world in welcoming asylum seekers, educational leaders must prepare for an increasing population of transnational students (Bajaj & Bartlett, 2017). Public schools in Massachusetts offer a unique perspecti

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Buwalda, Herbert J. "Growing as an inclusive congregation." Chicago, Ill : McCormick Theological Seminary, 1997. http://www.tren.com.

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Quinn, Jayne M. "The Catholic School Principal and Inclusive Leadership: A Quantitative Study." Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/270.

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The Holy See (2008) and the United States Conference of Catholic Bishops (1995) stated that all students, including those with disabilities, have the right to a quality education and special attention should be given to those who are disenfranchised by having a disability (National Conference of Catholic Bishops, 1972). Based on a literature review of characteristics that embrace inclusive Catholic school leadership in elementary schools in the Archdiocese of Los Angeles, the following research question was developed and used as the focus for this study: How prepared do Catholic elementary sch

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Choquette, Beth N. "Leadership for Inclusive Practices: Supporting Students Who Have Experienced Trauma." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108783.

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Thesis advisor: Lauri Johnson<br>For students who have experienced trauma, to succeed academically and feel that their social/emotional needs are being met, district and school leaders must create inclusive environments where students feel welcome, taken care of, and safe. This qualitative case study, part of a larger group study of inclusive leadership practices, examined how district and school leaders in a Massachusetts public school district provided an inclusive environment for students who have experienced trauma. The study utilized a qualitative case study design which included 24 semi-

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Moriah, Mishel Patrina. "School leadership and inclusive education practices in Caribbean secondary schools." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401.

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Research to date has emphasized the importance of school leadership in improving outcomes for schools with diverse populations (NASSP & NAESP, 2013; Ruairc et al., 2013; Lambert et al., 2002; Heller& Firestone, 1995; Booth and Ainscow, 2011; Leithwood et, al., 2012). Head Teachers are expected to create the conditions for a positive learning environment, academic rigor, and set the standard for inclusive education. Although successful school leadership is a high priority for education in the Caribbean (Miller, 2013), there appear to be tensions in relation to inclusion. The Caribbean Community

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Slater, Lindsay J. "Towards Equitable and Inclusive Schools: Cultural Competence in Principals Leading Diverse Schools." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619545764650716.

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Hofreiter, Deborah. "Principal Preparation in Special Education| Building an Inclusive Culture." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285190.

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<p> The importance of principal preparation in special education has increased since the Education for All Handicapped Children Act was passed in 1975. There are significant financial reasons for preparing principals in the area of special education. Recent research also shows that all children learn better in an inclusive environment. Principals who are not prepared in the area of special education have a difficult time implementing an inclusive culture at their schools. This qualitative inquiry study set out to explore principals’ perceptions of their preparation in special education a

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Wanjiru, Jenestar. "Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22804.

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Violent conflicts related to tribal-political differences have characterised the Kenyan society since the declaration of multi-party democracy in 1991. The 2007/8 post-election violence (PEV) in particular resulted in the displacement of many Kenyans. Scattering of families saw some children losing months or years of schooling with others permanently excluded from education, while the participation and achievement of those arriving in school was characterised by complex needs and experiences. This PhD study explored pupil and teacher perceptions of the learning and development needs of conflic

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Rodriguez, Jose Luis. "INCLUSIVE LEADERSHIP AND EMPLOYEE ENGAGEMENT: THE MODERATING EFFECT OF PSYCHOLOGICAL DIVERSITY CLIMATE." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/682.

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Leadership is a well-known complex phenomenon that focuses on important organizational, social and personal processes, where leadership is dependent on a process of social influence, which occurs between the leader and follower (Bolden, 2004). Therefore, leaders need to operate with a certain understanding of leadership and the environment in order to address the increasing pressures and demands that come with being a leader. However, leadership concepts too often focus on leader behaviors apart from their effects on followers; in contrast, Inclusive Leadership (IL) highlights the importance o

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Parrish, David Wayne. "An Action Research Study: Inclusive Culture Formation in a New High School." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898740.

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The culture of a school community is critical to every aspect of its existence, including academic expectations, degree of inclusiveness, safety, and overall well-being of students and staff. While culture can be an abstract, elusive concept, it makes itself known upon entering the school. School culture can exist on multiple levels, exerting a cohesive impact on relationships and interactions and opportunities. Adding to its complexity, a school culture can be perceived differently by individuals, depending on their unique experiences. Further, a school culture is inevitable and difficult to

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Twohig, Barbara J. "Inclusive Practices Used by Principals and Their Staffs to Facilitate the Integration of Students With Disabilities Into General Education Classrooms." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27226.

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The purpose of this study was to examine how and why elementary school principals collaborate with their teaching staff to facilitate a commitment to educating students with disabilities in the general education classroom. The researcher used a qualitative multiple case study of three elementary schools to gather the data to answer the research questions posed for the study. The primary methodology for collecting data was from coding semi-structured audiotaped interviews with principals and selected general and special education teachers who were collaborating for the purpose of integrating

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Chan, Suk-yu Viola. "Teacher leadership a case study of leading an inclusive early childhood class /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37516358.

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Chan, Suk-yu Viola, and 陳淑愉. "Teacher leadership: a case study of leading an inclusive early childhood class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37516358.

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Fitzmaurice, Elizabeth. "Leadership for Inclusive Practices: Discipline Decisions That Support Students' Opportunity to Learn." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108782.

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Thesis advisor: Lauri Johnson<br>Student discipline practices evolved significantly in recent decades, yet pervasive use of out of school suspension persists. Such exclusionary discipline practice negatively influences students’ opportunity to learn and restricts inclusion within the school environment. Wide belief and extensive research speaks to the benefit of alternative practices, yet a gap in research remains specific to what leadership practices influence such opportunities. The purpose of this individual study nested in a larger case study focused on leadership for inclusive practices,

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Limón, Diana M. "Designing and Implementing an Inclusive Small School : A Case Study of Transformational Leadership." Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/556.

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Children with specific learning disabilities (SLDs) are often placed in a separate and unequal learning environment in public schools. Although federal legislation governing children with SLDs requires they receive their education in the least restrictive environment (LRE), which is the general education setting, many are placed in other settings, including Special Day Class (SDC) and the Resource Specialist Program (RSP). Leaders are critical to the process of designing and implementing a school culture inclusive of students with SLDs, yet few are prepared for the responsibility. A school tha

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Ford, Michael Robert. "Approaches to School Leadership in Inclusive STEM High Schools| A Cross-Case Analysis." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10259145.

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<p> Inclusive STEM-focused high schools (ISHSs) are a relatively new phenomenon in the landscape of public education. This study of four exemplar ISHSs (identified by experts in STEM education as highly successfully in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the approach to ISHS school leadership by identifying various internal and external leadership factors influencing school leadership. This study examined an existing data set that included site visits to four ISHSs along with pre- and post-visit data, an

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Dezenberg, Maria E. "Inclusive Leadership's Evolving Context: Organizational Climate and Culture Connect." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510729562168206.

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Vernon, Lisa Jo. "Collaborative practices in schools: The impact of school -based leadership teams on inclusive education." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154183.

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Holdman, Nicole L. "A comparison of special education attitudes of trained and untrained school leaders regarding inclusive education initiatives." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3727108.

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<p>The purpose of this study was to compare the attitudes of trained and untrained school administrators toward inclusive education initiatives. The “Principal’s Inclusion Survey,” developed by Cindy Praisner and G.H. Stainback, was distributed electronically to 3,250 school administrators in the southeast region of the United States and a quantitative study approach using a convenience sampling methodology was used to test the research hypotheses. In this study, the following research question was answered: What is the difference in the attitudes toward inclusion of school a

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Redden, Jonathan Velvet. "Leadership for Inclusive Practices: Supporting Special Education Needs of Students in the General Education Classroom." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108787.

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Thesis advisor: Lauri Johnson<br>Understanding how leaders in school districts develop, implement, and sustain effective inclusive practices in schools that continuously enable students with disabilities (SWDs) to be consistently immersed in appropriate learning environments is a complex task. Research indicates that successful inclusive policies, structures, and beliefs are developed contextually and are not always transferable. More research needs to be done on inclusive practices that are implemented by district and school leaders and their effects on students with disabilities. As part of

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Carvalho, Sara Isabel Cortinhas de. "Diversidade, engagement e liderança inclusiva : a perceção de inclusão dos colaboradores de uma empresa de telecomunicações." Master's thesis, Instituto Superior de Economia e Gestão, 2018. http://hdl.handle.net/10400.5/16586.

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Mestrado em Gestão de Recursos Humanos<br>A diversidade da força de trabalho é, cada vez mais, uma realidade, tornando mercados e empresas mais diversificados, complexos e competitivos. As organizações devem, por isso, procurar abordagens e práticas que se materializem numa gestão eficaz da diversidade, uma vez que esta atua positivamente no engagement dos colaboradores e gera maior desempenho, contribuindo para o alcance da vantagem competitiva. Assim, este estudo procurou analisar a influência das práticas de diversidade no engagement dos colaboradores no local de trabalho, avaliando o efe

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Keller, Matthew J. "Relationships between Organizational Variables and the Inclusive Language Used by Leaders." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1307052049.

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Duke, Jennifer Kay. "Powering a curriculum for all : a critical ethnographic study of inclusive education." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/75651/1/Jennifer_Duke_Thesis.pdf.

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This project makes a contribution to knowledge about the successful leadership practices that enhance education for young people with a disability in a Queensland Secondary School. The project used a critical ethnographic approach with a variety of data collection methods and analysis. For example, the use of work diaries, semi-structured interviews, document analysis and observation. These leadership practices were found to be relevant to the development of inclusive schools for all learners.The most powerful leadership practices found were those used by the leader to challenge, interupt and

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Bradley, Jennifer R. "Building inclusive boards : the perspectives of nonprofit leaders and prospective board members." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/700.

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Although the population of the United States is becoming increasingly diverse, data on the composition of nonprofit boards nationally indicate a persistent pattern of under-representation of minority groups. This exploratory study was conducted in a large metropolitan area with a diverse population. The research investigated board diversity with a small sample of leaders of nonprofit organizations and current or prospective board members from under-represented groups. Data were collected from nonprofit leaders by an anonymous web-based survey and from board members by telephone interview. The

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Lewis, Jennifer S. "Investigation of Group Leadership in a Fission-Fusion Species, the Bottlenose Dolphin." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/254.

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Consistent leadership of group travel by specific individuals has been documented in many animals. Most species exhibiting this type of leadership have relatively stable group membership. Animals using fission-fusion grouping are not expected to use specific leaders because associations would not be frequent. Certain conditions, however, may allow this type of control over group travel to occur. First, a population would need to be small enough to allow regular associations between individuals. Second, leadership may be useful if the environment where the population in question lives is comple

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Cunningham, Matthew P. "Intergroup Relations in Inclusive Classrooms| The Development and Validation of the Intergroup Relations Classroom Environment Scale (IRCES)." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3718206.

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<p> Before the Education for All Handicapped Children Act (1975), most efforts to educate students with disabilities happened in isolation. Within the last 40 years, a growing number of districts and individual schools have experimented with inclusive models in hopes of successfully educating students with and without disabilities in the same classrooms; however, general education students still hold negative attitudes toward students with disabilities. The contact hypothesis of intergroup contact theory postulates that prejudicial attitudes toward out-groups can be alleviated if the following

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Mavrokordatos, Amanda. "Cultivating creativity: the relationship between inclusive leadership, psychological safety, vitality, openness to experience and creative work involvement." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97996.

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Thesis (MCom)--Stellenbosch University, 2015<br>ENGLISH ABSTRACT : Organisations are rapidly discovering the invaluable influence of creativity and innovation at work. An individual’s capacity to engage creatively with his or her work is becoming increasingly recognised as integral for organisational success and competitive advantage. The quest for an increase in creative output is driven by the following question: what causes variance in creative work involvement? The purpose of this study was to address the question of variance in creative work involvement across a variety of industries. In

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Fitzgerald, Johanna. "Leadership in inclusive special education : a qualitative exploration of the SENCO role in post-primary schools in Ireland." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1573680/.

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This research considers approaches to leadership and management in inclusive and special education in six mainstream post-primary schools in Ireland. It specifically explores the role of the Special Educational Needs Coordinator (SENCO), the teacher with responsibility for the day-to-day implementation of policies relating to the inclusion of learners with SEN from the perspectives of six SENCOs and their Principals. The SENCO role is a recent phenomenon in Irish schools and while much is known of the role internationally, Irish SENCOs tend to operate in a policy vacuum. An interpretivist para

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Baylis, Juvinell. "Promoting Inclusive Schools: A Case Study of Leadership Experiences of the Middle School Chairpersons for Special Education Service." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/937.

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Federal and state guidelines direct students with disabilities to the least restrictive environment (LRE). The inclusion of students with disabilities in the LRE (general education) has been an issue for many public schools. In an effort to promote inclusive education for students with disabilities, many special education teacher--chairpersons experience opposition from the general education teacher and their administrator regarding LRE placement. The purpose of this qualitative case study, grounded in the theory of leadership, was to examine the leadership experiences of chairpersons of speci

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Lyons, Lindsay Beth. "Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537814543341376.

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Gillespie, Simon Norman. "The Role of Leadership in Changing the Culture of an International School to be Inclusive of Students with Special." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3943.

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Educating a diverse student population is a core principle of international school education. Historically, many international schools have had admissions policies that excluded students with special learning needs. However, admission policies have changed to require more inclusiveness and school support for a wider range of students and for effectively meeting their needs. The study was based on change theory. Of interest was how school leaders best supported the change process to create the conditions for success in the context of changing admissions policies. Research questions targeted str

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Hansen, Christina. "Learning for Development: Constructing Inclusive Work Relations in a Nature Conservation Project in Dondo, Mozambique." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23232.

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Utvecklingsprojekt förutsätter konstruerade målgrupper – ”de fattiga”, ”de under-utvecklade”, ”analfabeter” – som man ämnar ”hjälpa”, ”utveckla” eller ”utbilda”. Vad som definieras vara ”problemen” baseras på kunskap som härrör från samma källa som idéerna till utvecklingsinsatser. Detta riskerar att ignorera lokalkännedom. Denna uppsats visar, genom analys av ett fall på mikronivå, att projektmål som syftar till att främja utveckling inte alltid lyckas.Denna studie är baserad på etnografiskt material hämtat från ett bostadsområde i Dondo, en landsortsbygd i centrala Moçambique, genom fältarbe

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Miskolci, Jozef. "Inclusive Education and Distributed Leadership: A Qualitative Research Study of Primary Schools in New South Wales (Australia) and Slovakia." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/11679.

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This thesis explores how research participants perceive and understand the concepts of inclusive education, distributed leadership and their relationship in practice in two public primary schools: one in New South Wales (Australia) and one in Slovakia. These two schools were identified by external informants as good practice examples of inclusive education. To explore participants’ understanding of these concepts, their relationship and how they manifest in practice in the two schools, the study used qualitative research methods based on interviews and group discussions collected through ethno

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Cobb, Paulette. "Examining the Efficacy of Inclusive Practices and Its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities." Thesis, San Jose State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828070.

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<p> There is extensive research in elementary education on effective practices that support academic success for students with mild to moderate disabilities in general education; however there is a dearth of research on high school inclusion practices. A survey examined the current inclusionary practices at a Central Coast High School. California State Standardized Assessment scores of 11<sup>th</sup> grade English Language Art and Math classes were also analyzed by groups. Overall, findings indicated that inclusionary practices were implemented to different degrees, but none were <i>fully in

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Todd, Dwayne. "The Relationship Between Gender-Inclusive College Housing Environments and Students’ Sense of Belonging." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460510145.

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Meyer, Bonnie Marie. "Queering Inclusive Excellence: A Currere Exploration of Self, Curriculum, and Creating Change as a Founding LGBTQ Office Director." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami15943843692969.

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Brennan, Kathryn E., University of Western Sydney, of Arts Education and Social Sciences College, and School of Education. "Leading educational change for a preferred future : a gender inclusive approach to building school leadership effectiveness, capacity and capability through learning." THESIS_CAESS_EDU_Brennan_K.xml, 2004. http://handle.uws.edu.au:8081/1959.7/539.

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This portfolio presents a research continuum spanning the period of the author’s Ed.D. candidature (1998–2004) addressing the questions, What capabilities contribute to effective school leadership; Why do so few women become school principals and what strategies can be employed that will redress the current gender imbalance among school leaders? Findings are drawn from four research projects : Women as educational leaders; Leading change in NSW government secondary schools; The role of middle management in secondary schools and leadership capability – principals in NSW government schools. Thes

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Brennan, Kathryn Elizabeth. "Leading educational change for a preferred future : a gender inclusive approach to building school leadership effectiveness, capacity and capability through learning /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060518.113701/index.html.

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Thesis (Ed.D.) -- University of Western Sydney, 2004.<br>"A portfolio submitted in fulfilment of the requirements for the award of the degree of Doctor of Education from University of Western Sydney, April 2004." Includes bibliographical references and aoppendices.

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Carpenter, Dennis L. Mallory Barbara. "An analysis of leadership responsibilities as perceived by general education and special education teachers participating in co-teaching inclusion programs." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/dennis_l_carpenter/carpenter_dennis_l_200908_edd.pdf.

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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on April 5, 2010). Barbara Mallory, major professor; Linda Arthur, Denise Weems, committee members. Electronic version approved: December 2009. Includes bibliographical references (p. 280-312).

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Nordell, Dan. "ISIS – Information principles, skills, relations and capabilities for an inclusive learning society : -." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-21897.

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In our complex world of today we see that the leader- and followership is getting harder and harder to “command and control” our organizations and our society. The awareness of the decision makers are often too fragmented in relation to the often complex real situations out there. The information is only flowing in organizational stovepipes and not across boundaries as it should today. The patterns of mutual complex dependencies have taken over and we have difficulties in controlling the consequences of our decisions. The relations over organizational borders are often weak and fragmented and

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Rice, Claire Michele. "A Case Study of the Ellison Model's Use of Mentoring as an Approach Toward Inclusive Community Building." FIU Digital Commons, 2001. http://digitalcommons.fiu.edu/etd/37.

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The Ellison Executive Mentoring Inclusive Community Building (ICB) Model is a paradigm for initiating and implementing projects utilizing executives and professionals from a variety of fields and industries, university students, and pre-college students. The model emphasizes adherence to ethical values and promotes inclusiveness in community development. It is a hierarchical model in which actors in each succeeding level of operation serve as mentors to the next. Through a three-step process--content, process, and product--participants must be trained with this mentoring and apprenticeship par

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Bennett, Jazmine Mariah. "AN EXAMINATION OF THE RELATIONSHIP BETWEEN INCLUSIVE LEADERSHIP AND GENERAL ORGANIZATIONAL MEANS-EFFICACY: THE MEDIATING ROLES OF JUSTICE, TRUST, AND LEADER-MEMBER EXCHANGE." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/441.

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While inclusion has been identified as the key to unlocking the benefits of diversity in organizations, the impact of inclusive leader behaviors on employee perceptions is rarely examined. By demonstrating behaviors that supports employee voice and encourages employee participation, inclusive supervisors may impact employees’ perceptions of organizational resources. The present study examines the mediating roles of trust, justice, and leader-member exchange (LMX) on the relationship between inclusive leadership and employees’ perceptions of organizational resources (general organizational mean

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Frank, Adam Harrison. "Inclusive Deliberation (ID): A Case Study Of How Teachers Experience The Decision-Making Process For Change Initiatives Within A School Committee." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1573900707645968.

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Soucie, Jeanine. "Contextual Creativity and the Experience of Cultural Pivoting in the Workplace." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1596540211223212.

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Tanner, Marilee Rose. "What is the Impact of a New Initiative Designed to Stimulate Culturally Responsive Practices in a High Performing Suburban School?" Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563831319342741.

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Babb, Katie A. "Cultural Competency of District Leaders: The Influence on Campus Leaders." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707256/.

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Abstract:

The purpose of this qualitative study was to determine the cultural competence of district leaders and their potential resulting influence on campus leaders in the face of a rapidly changing educational and community landscape. A secondary purpose was to ascertain district and school leaders' placement on the cultural proficiency continuum to gain a greater understanding of (a) the potential effect, if any, that district leaders' level of cultural competency had on the cultural competency of campus leaders, and (b) how the cultural competency level of both district and campus leaders influenc

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