Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento

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DOI: http://doi.org/10.30827/eticanet.v24i1.30135

SCHOOL LEADERSHIP IN TRANSITION: ANALIZING

THE ROLE OF SCHOOL DIRECTORS IN

IMPLEMENTING INCLUSIVE EDUCATION POLICIES IN

GREEK SECONDARY SCHOOLS

Liderazgo escolar en transición: analizando el papel de los directores escolares

en la implementación de políticas de educación inclusiva en las escuelas

secundarias griegas

Sofía Kokkonidou

sophiakokk@yahoo.gr

https://orcid.org/0009-0005-1890-3771

Secondary Education Directorate of Cyclades (Grécia)

Eloísa Reche Urbano

eloisa.reche@uco.es

https://orcid.org/0000-0001-7403-4332

Universidad de Córdoba (España))

Begoña E. Sampedro Requena

bsampedro@uco.es

https://orcid.org/0000-0002-5617-0135

Universidad de Córdoba (España)

Recibido: 13/02/2024

Revisado: 17/02/2024

Evaluado: 18/03/2024

Aceptado: 19/03/2024

Abstract

The study analyzes the pivotal role of school directors in the transition towards

inclusive education within Greek secondary schools. A shift propelled by EU

directives regarding students' integration who experience special educational

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needs (SEN). It outlines the intersection of the Greek educational policy with

practice and address challenges and strategies for supporting an inclusive

educational body, contributing to the discussion on educational leadership and

policy implementation. Dealing with the gap between inclusive education

policies and their implementation, this study will focus on how knowledge and

views of school directors affect policy implementation. The study assesses the

readiness of school leaders towards the integration of SEN students in

mainstream classrooms and postulates the informed and proactive leadership

which is cardinal to success. The sample was comprised of 420 school directors

within the region of Attica and the region of Central Macedonia in Greece. A

descriptive and correlational analysis was performed that aimed to examine the

relationship between directors' knowledge of the inclusive education policies

and their attitudes towards implementation of inclusion. The research has

shown that there is a significant knowledge gap on the part of the directors

regarding inclusive education, impacting on their attitudes with regard to its

implementation and efficacy. It is observed that directors with better knowledge

on the inclusivity policies display more positive attitudes with regard to its

implementations, and knowledgeable leadership in this regard is valuable. The

study highlights the necessity for further training and development of

competencies of school directors for the promotion of inclusive education in

Greece. Policy reforms, targeted professional development and further research

are required to prepare school leaders for the transition of education in diverse

and multicultural settings.

Resumen

El estudio analiza el papel crucial de los directores escolares en la transición

hacia la educación inclusiva en las escuelas secundarias griegas. Un cambio

impulsado por directivas de la UE sobre la integración de estudiantes que

experimentan necesidades educativas especiales (NEE). Describe la

intersección de la política educativa griega con la práctica y aborda los desafíos

y estrategias para apoyar un cuerpo educativo inclusivo, contribuyendo al

debate sobre el liderazgo educativo y la implementación de políticas. Al tratar la

brecha entre las políticas de educación inclusiva y su implementación, este

estudio se centrará en cómo el conocimiento y las opiniones de los directores

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escolares afectan la implementación de políticas. El estudio evalúa la

disposición de los líderes escolares hacia la integración de estudiantes con

NEE en aulas regulares y postula el liderazgo informado y proactivo como

fundamental para el éxito. La muestra estuvo compuesta por 420 directores

escolares en la región de Ática y la región de Macedonia Central en Grecia. Se

realizó un análisis descriptivo y correlacional que tuvo como objetivo examinar

la relación entre el conocimiento de los directores sobre las políticas de

educación inclusiva y sus actitudes hacia la implementación de la inclusión. La

investigación ha mostrado que existe una brecha significativa de conocimiento

por parte de los directores en lo que respecta a la educación inclusiva, lo que

impacta en sus actitudes con respecto a su implementación y eficacia. Se

observa que los directores con mejor conocimiento de las políticas de inclusión

muestran actitudes más positivas con respecto a su implementación, y un

liderazgo informado en este sentido es valioso. El estudio resalta la necesidad

de una mayor formación y desarrollo de competencias de los directores

escolares para la promoción de la educación inclusiva en Grecia. Se requieren

reformas políticas, desarrollo profesional dirigido y más investigación para

preparar a los líderes escolares para la transición de la educación en entornos

diversos y multiculturales.

Resumo

O estudo analisa o papel crucial dos diretores escolares na transição para a

educação inclusiva nas escolas secundárias gregas. Uma mudança

impulsionada por diretivas da UE sobre a integração de estudantes com

necessidades educacionais especiais (NEE). Ele descreve a interseção da

política educacional grega com a prática e aborda os desafios e estratégias

para apoiar um corpo educacional inclusivo, contribuindo para o debate sobre

liderança educacional e implementação de políticas. Lidando com a lacuna

entre as políticas de educação inclusiva e sua implementação, este estudo se

concentrará em como o conhecimento e as opiniões dos diretores escolares

afetam a implementação de políticas. O estudo avalia a disposição dos líderes

escolares em relação à integração de alunos com NEE em salas de aula

regulares e postula o liderança informada e proativa como fundamental para o

sucesso. A amostra foi composta por 420 diretores escolares na região da

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Ática e na região da Macedônia Central, na Grécia. Foi realizada uma análise

descritiva e correlacional que teve como objetivo examinar a relação entre o

conhecimento dos diretores sobre as políticas de educação inclusiva e suas

atitudes em relação à implementação da inclusão. A pesquisa mostrou que há

uma lacuna significativa de conhecimento por parte dos diretores em relação à

educação inclusiva, o que impacta em suas atitudes em relação à sua

implementação e eficácia. Observa-se que os diretores com melhor

conhecimento das políticas de inclusão apresentam atitudes mais positivas em

relação à sua implementação, e uma liderança informada nesse sentido é

valiosa. O estudo destaca a necessidade de mais treinamento e

desenvolvimento de competências dos diretores escolares para a promoção da

educação inclusiva na Grécia. Reformas políticas, desenvolvimento profissional

direcionado e mais pesquisas são necessários para preparar os líderes

escolares para a transição da educação em ambientes diversos e

multiculturais.

Keywords: Educational Inclusion, School Directors, Inclusive Policies, Attitudes

towards Inclusion.

Palabras Clave: Inclusión Educativa, Directores Escolares, Políticas Inclusivas,

Actitudes hacia la Inclusión.

Palavras-chave: Inclusão Educacional, Diretores Escolares, Políticas

Inclusivas, Atitudes em relação à Inclusão.

Introduction

The development of inclusive education in Greek secondary education reflects

a dramatic change from traditional viewpoints, such as mainstreaming and

integration, to a further inclusionary and embracing stance. This transformation

rests on the European Union policy that insists on the integration of students

with special educational needs (SEN) into the mainstream schools. Actually, the

European Commission (2002), and Meijer (2003) confirm the strategy of the

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union to be one that reflects a commitment to institute an inclusive educational

system that promotes diversity and does not discriminate.

Defining inclusive education, scholars such as Soúlis (2008) define inclusive

education as an educational philosophy that focuses on creating a welcoming

and friendly environment for all children, regardless of their differences. This

trend was further strengthened by milestone works and global declarations like

the Salamanca Declaration (UNESCO, 1994) and the contributions of Mitchell

(1990) and Barton (1998), affirming that children with SEN have a right to an

inclusive education with, and not apart from, other children in less restrictive

environments.

This is important in the context of comparing the two concepts and

differentiating 'integration' from 'inclusion', where in this realm, 'inclusion'

represents the more balanced perspective. This has been emphasized by

Zóniou-Sideri and Nteropoulou-Nterou (2012) in their study, which underlines

the necessity of a school system that is flexible enough to truly accept all

children.

Greek legislation has been the main vehicle of change through which law was

developed to incorporate pupils with SEN into mainstream education settings.

The foundation was first laid by Law 1143/1981, although it had been criticized

for its medical model of disability (Tzouriádou, 1995). Subsequent laws, as Law

1566/1985 and Law 2817/2000, have been shifted to inclusion by the addition of

support services and advocated for integration in general schools. Law

3699/2008 and Law 4074/2012 have further aligned Greek policy with

international standards, emphasizing equal participation in society by people

with disabilities (Stasinós, 2016).

The implementation of inclusive education in Greece, however, is faces

challenges, including segregation under new terms and the theoretical embrace

of inclusion without practical application. Recent initiatives try to overcome

these obstacles, namely through teacher training, adaptation of the curriculum,

and offering administrative support to all engaged in the process of inclusion

(Ministry of Education, Research and Religious Affairs announcements; Law

3699/2008 adjustments).

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In the light of the above, directors of Special Education Units in Greece need to

be adequately equipped with a mix of the administrative, pedagogical, and inter-

personal skills, together with having the proper knowledge of the various

disabilities and special educational needs. These competencies enable

directors to implement inclusive education policies effectively, fostering an

environment that supports the learning and development of all students.

Equally, typical schools' directors with Integration Classes have a role to play

with the success of these classes and should possess leadership qualities

which encourage collaboration, creativity, and inclusion. Through the ability to

lead with these qualities, the director is able to turn the school culture to that

which will ensure that each student experiences inclusion that is required of him

or her.

The Interdisciplinary Assessment, Counselling and Support Centres (KEDASY)

in Greece and the special and general education schools are additional to the

cases referring to the specialized support services provided by the country for

ensuring that all learners with disabilities and/or special educational needs

enjoy an equitable opportunity to education and fully realize their psycho-social

development. Directors of such centers and schools are expected to be full of

knowledge and leadership that could give direction to such a mission aiming at

promoting an inclusive society emphasizing vocational guidance emphasizing

holistic approach to education that respects all diversity and potential in their

students.

In the context of growing classroom diversity with each passing year, efforts

have been made at an international level to redefine schools using

contemporary practices inclusive in nature (Bristol, 2015). However, the process

of inclusion implies many more transformations not just within the support

systems but also in the school culture (UNESCO, 2020). In many countries,

these problems do arise during the procedure of implementation of the

theoretical framework of inclusion. Lack of conditions for education adapted to

the needs of an individual because of overcrowded classrooms, demanding

schedules, and lack of time (Mieghem et al., 2020), debate about the benefits of

inclusive education and a deficit in specialization and preparation in teaching

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(Michaíl, 2016), among other problems that have been noted, and each country

tries to solve them.

Simultaneously, in Greece, inclusive education is not fully implemented even

with a relatively friendly legislative framework (Law 3699/2008) (Fyssa et al.,

2014). In the words of Pappas, Papoutsi, and Drigas (2018), Greece does not

have proper curricula. Further, studies by Fyssa et al. (2014) find that in

Greece, general education teachers regard learners with SEN as the business

of the special education teacher in inclusive classes, hence there is very little

collaboration, no discourse and no inclusive practices for all pupils. It increases

the chances that children with disabilities do not take part in classroom activities

and, in result, are isolated. Greece is unable to overcome these barriers to bring

about inclusive education (Fyssa et al., 2014; Nteropoulou-Nterou and Slee,

2019).

The work of an inclusive character of schools has been based on developing a

cooperative school culture in Greek schools (Fyssa et al., 2014). The literature

review shows that implementing inclusive education has importance at both

theoretical and practical levels, where respect for human rights and social

justice is considered (Michaíl, 2016).

All teachers in inclusive education have to be ready and with capability of

teaching all students. Teachers need good working conditions with the support

to adapt their teaching according to the student's needs (UNESCO, 2020).

Inclusive education epitomizes a great reform, and as such, the role of the

school principal has been highlighted since it is perceived to be central in

making inclusion work within contemporary schools (Eisenman et al., 2015).

School leaders can promote a shared vision of inclusion (UNESCO, 2020).

Dual roles of a principal are those of care through administrative aspects and

enablement of the educational process and culture formation in the school,

keeping in mind interests of all children without exception (Young et al., 2017).

Principals who can understand the need for inculcating inclusion provide in a

manner that teachers, parents, and students are nudged to move on the

inclusive path (Adams, Olsen, and Ware, 2017). For that case, the school

structures, practices, and attitudes change to respond individually to their

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students' needs, at the same time promoting equality, acceptability of diversity,

social justice (Osiname, 2017), and in collaboration with teachers. Therefore,

principals' influence is indirect in their students, through the teachers or direct

by interacting with children personally (Adams et al., 2017).

Indeed, it has been realized that educational leadership is directly linked with

the enhancement of positive attitudes and perceptions towards students with

special educational needs and their incorporation in the same school as all

other children (Zóniou – Sidéri, 2012). In this aspect, attitudes and perceptions

would seem to be related to a series of factors such as genetic characteristics

(gender and age) and academic qualifications (level of training in special

education, experience in special education settings). Other influencing factors

include the tenure and experience of the principles, and personal contact with

pupils who have special educational needs. Other influencing factors include

their tenure as principles in different schools throughout the country (Hadjikakou

& Mnasonos, 2011).

This study demonstrates that in conclusion, the lack of research on beliefs and

attitudes of principals combined with their critical role in realizing inclusive

education has led to designing this study. The study was designed to further

investigate high school principal beliefs and attitudes toward implementing

protocols of inclusion.

Methodology

The purpose of this study is to examine the perception and knowledge of

secondary school unit directors regarding protocols and policies for inclusive

education, and their relationship with attitudes toward inclusive education, in

order to facilitate educational decision-making. More specifically, the objectives

of this research are:

O1. To determine the knowledge and understanding that secondary

school unit directors have about the protocols and policies of inclusive

education that they should implement in their schools.

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O2. To analyze the possible relationship between knowledge of protocols

and policies for inclusive education and directors' attitudes and

perceptions towards inclusive education.

Based on the specific objectives mentioned and considering the literature

review, the following research questions are formulated:

What is the level of knowledge and understanding of principals about

inclusive education protocols and policies in their high schools?

What is the relationship between knowledge of inclusive education

protocols and policies and the attitudes, perceptions and roles of

directors of special education units?

The research design used ex post facto descriptive and correlational research

for phenomena not amenable to the manipulation of variables and therefore

appropriate for understanding events as they naturally occur (Creswell &

Creswell, 2017; Bisquerra, 2009). This approach aims to gain observation and

analysis of relationships between variables after the fact, insighting their natural

interaction without establishing causality due to probability unknown variables

affecting the outcomes (Hernández-Sampieri & Mendoza, 2018).

Population and sample

The research population included general, special, and vocational secondary

education principals of Attica, and Central Macedonia of Greece and the

Educational Support and Guidance Centres. Principals were selected using

simple random sampling. Out of the 750 directors to whom the questionnaires

were sent out, 420 responded, and the response rate was thus 56%. The final

sample was a composition of 56.4% males and 43.6% females (see Figure 1).

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Figure 1

Gender Distribution

Regarding the age of the directors, the average years of age being 55.81 (SD =

4.094). Most of them (82.6%) had served over 21 years. Their experience as

directors ranged from 1 to 5 years (33.1%) and 6 to 10 years (42.6%). Some

4.8% have Special Education studies, their qualifications ranging from seminars

to master's degrees and specializations in the field, while 95.2% of directors do

not have experience in teaching students with disabilities (see Figure 2).

Figure 2

Distribution based on experience in teaching students with disabilities

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Information Collection Instrument

Data for this research was collected from a structured questionnaire that had

four sections. The first section had nine questions based on demographic

information from the center directors. The second part investigates the

knowledge of the principals with respect to the legal framework of inclusion in

Greece on the basis of a study that was conducted in 2004 by the Ministry of

Education and the Hellenic Pedagogical Institute. It is a tool that consisted of 25

questions where "True," "False," "Don't know" have to be answered, measuring

knowledge about inclusive education, concerning the fields of conceptual

definitions, inclusive education models, international policies, Greek legislative

measures, and school inclusion protocols. The third section of the

questionnaire, with 15 close-ended Likert scale questions, was based on the

study conducted by Blackie in the year 2010 and that of Shi in the year 2020 to

further explore the views of the directors on special education and inclusion.

Finally, the fourth section touches on the roles of directors in the implementation

of inclusive education, underpinning the literature by Devecchi and Nevin (2010)

and Carter and Abawl (2018). It comprises 15 closed 5-point Likert scale

questions and an added question on the effective management of students with

special educational needs. This section is aimed at laying down the skills and

abilities that the directors feel need to be set for the effective promotion of

inclusive education policies.

The pilot study furthered the refinement of the questionnaire for clarity and an

assessment of its validity and reliability. Validity stands for the fact that the

questionnaire measures the concepts meant to be measured in a correct way,

while reliability means consistency across tests. Thus, content validity of the

questionnaire and its applicability were verified (Nova-Kaltsouni, 2014).

The key steps to ensure that validity was being achieved included the

development of a theoretical framework, the selection of data aligning with the

aim of research, and thorough framing of questions (Cohen et al., 2008). The

sampling criterion was through probability theory to lessen the bias, increasing

the external validity, and data sources and literature review included

triangulation for credibility (Vamvoúkas, 2010).

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The used instrument in this research was a questionnaire designed to focus on

the directors' knowledge in inclusive education, perceptions of special

education, and roles in the implementation of the protocol, which covered

conceptual definitions, inclusive education models, and the inclusion protocols

in Greek schools.

Seventy-five directors were sampled in the pilot study and gave their full

responses after clarifications. The sample constituted 58.7% males and 41.3%

females where the mean age of the respondents was 55.19 (S.D.=4.983). In

majority, were urban area directors (81.3%) with 76.0% had over 21 years of

teaching experience. As for experience as a director, 34.7% had served 1 to 5

years, 37.3% had served 11 to 20 years, while a smaller portion had served

over 21 years, most (92.0%) lacking experience with students with disabilities.

Validity and reliability were confirmed through Internal Consistency Analysis

with Cronbach's Alpha and item discrimination analysis via Student's t-test,

applied to Likert scale questions in sections three and four, assessing the

homogeneity of the 30 questions.

The reliability analysis of the scale revealed a Cronbach's Alpha value of 0.813,

indicating a criterion of high reliability (Nunnally, 1994). When the test was

applied to the various dimensions, values above 0.897 were obtained (see

Table 1).

Table 1

Alpha coefficient of the questionnaire and according to its dimensions and subdimensions

Subdimensions

Cronbach's alpha

Perception of the implementation of inclusive education protocols

.974

Perception of the importance of inclusive education

.925

Role of the director in factors that play a significant and important

role in promoting and enhancing inclusive education

.897

Role of the director in situations or issues that can hinder the

promotion of inclusive education

.937

With respect to ethical considerations, the questionnaire was accompanied by

an informed consent describing the topic of the research and its purpose.

Participants completed the questionnaire anonymously and voluntarily,

safeguarding personal information. The option to stop participating in the study

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was reported if they so estimated, ensuring that questionnaires and data would

be kept as a general record for data analysis.

Data analysis strategies

During the research process, data analysis was carried out using the statistical

software SPSS, version 28 for Mac. In the questionnaire construction process,

internal consistency was estimated using Cronbach's Alpha coefficient and

discrimination coefficient calculations. The final sample's data are then

normalized by a series of tests: skewness coefficient, kurtosis, and the

goodness of fit of the statistical model using the chi-square test.

To address the first of the specific objectives, the data was treated by

classifying correct answers with 1 point, while incorrect answers, "I don't know,"

or unanswered questions were scored as 0 points. Consequently, the total

score for knowledge about the implementation of inclusive education protocols

was calculated cumulatively and converted into percentages for each domain,

as well as for the overall knowledge scale (a higher score and, by extension,

higher percentages indicate greater knowledge). After summing up the data, the

general knowledge score ranged from 0 to 25. Individuals who scored from 0 to

8 were classified as having low knowledge, those scoring from 9 to 17 as

having moderate knowledge, and those scoring from 18 to 25 as having a high

knowledge of the legal framework related to inclusive and special education in

Greece. This allowed for descriptive analysis (frequencies and percentages) of

each element, by sub-dimensions.

Subsequently, variables were calculated which represented the sum of

elements from the sub-dimensions of Directors' Attitudes and Perceptions of the

Special Education School Unit. These included the following variables:

Perceptions of the Implementation of Inclusive Education Protocols,

Perceptions of the various aspects or components related to the development

and implementation of inclusive education, Role of the Principal in

Strengthening and Promoting Inclusive Education, and Needs, Problems, or

Situations Addressed by School Management to Improve Inclusive Education.

Thus, a descriptive analysis was carried out (measures of central tendency

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(mean), and dispersion and variability (standard deviation) for each of the sub-

dimensions that constitute them.

Finally, to achieve the second specific objective, a correlational study was

conducted between the level of knowledge and the new variables representing

directors' attitudes and perceptions towards inclusive education through ANOVA

analysis. Furthermore, a correlation test was performed, through Pearson

correlation coefficient, among the dimensions of Knowledge of Conceptual

Clarification of Definitions, Knowledge of Models of Inclusive Education,

Knowledge of International Policy of Inclusive Education, Knowledge of

Legislation and Measures of Inclusion in the Greek Educational System,

Knowledge of Protocols of Inclusion in Greek Schools, Perceptions of the

Implementation of Inclusive Education Protocols, Perceptions of the various

aspects or components related to the development and implementation of

inclusive education, Role of the Principal in Strengthening and Promoting

Inclusive Education, Role of the director in situations or issues that can hinder

the promotion of inclusive education.

Results

In response to the first of the questions raised about the level of knowledge and

understanding of principals about inclusive education protocols and policies in

their secondary schools, 71.0% of the directors have a low level of knowledge

about inclusion protocols and policies in secondary education schools, while

14.5% have a moderate level of knowledge, and another 14.5% have a high

level of knowledge.

Table 2

Levels of knowledge about Educational inclusion protocols and policies in their secondary

schools

Low

298

71.0

Moderate

14.5

High

14.5

Total

420

100.0

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In general, there is a moderate level of perception among principals of the

benefits and challenges of education in the context of inclusion in the school

environment, as well as the role of principals in the implementation of inclusion

protocols (see table 3).

Table 3

Perceptions of School Directors Regarding the Concept of Inclusion for dimensions

Perceptions of the implementation of inclusive education protocols

420

3.32

.984

Perceptions of underlying cause of inclusive education development

420

3.60

.591

Role of the principal to strengthen and promote inclusive education

420

3.47

.803

Role of the director in situations or issues that can hinder the promotion of

inclusive education

420

3.33

.838

The study aimed to identify the connection between directors' knowledge and

their attitudes towards inclusive education. Analysis of variance (ANOVA)

results indicated significant differences in directors' attitudes based on their

knowledge levels, with the Scheffé post hoc test further delineating these

variations across groups (refer to Table 4). Key findings include:

Regarding the implementation of inclusive education protocols (F=536.422,

p=0.000), directors with low knowledge levels placed more importance on the

implementation of inclusive education protocols compared to those with

moderate (I-J=1.044, p=0.000) and high knowledge levels (I-J=2.309, p=0.000).

Moderately knowledgeable directors also valued this more than their highly

knowledgeable counterparts (I-J=1.265, p=0.000).

When considering aspects of developing and implementing inclusive education

(F=366.208, p=0.000), directors with moderate knowledge prioritized this more

than those with low knowledge (I-J=0.371, p=0.000). Directors with high

knowledge placed even greater importance on this compared to those with

moderate (I-J=0.978, p=0.000) and low knowledge levels (I-J=1.349, p=0.000).

The role of the principal in promoting inclusive education (F=390.891, p=0.000)

was seen as more significant by directors with high (I-J=1.780, p=0.000) and

moderate knowledge (I-J=0.854, p=0.000) compared to those with low

knowledge.

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In addressing needs and problems to improve inclusive education (F=533.741,

p=0.000), directors with high knowledge (I-J=1.946, p=0.000) and those with

moderate knowledge (I-J=0.948, p=0.000) considered this more important than

those with low knowledge.

These results highlight the positive correlation between the level of knowledge

of inclusive education protocols and policies and the proactive attitudes and

perceptions of directors regarding the implementation and promotion of

inclusive education practices.

Table 4

Comparison of means about the attitudes and perceptions of directors of special education

school unit according to the variable Levels of knowledge

knowledge

Levels

Groups/ I-J (p)

Perceptions of the

implementation of

inclusive education

protocols

Low

3.81

0.528

298

536.422

.000

Low-Mod/ 1.044 (.000)

Moderate

2.76

0.487

Low-High / 2.309 (.000)

High

1.50

0.525

Mod-High / 1.265 (.000)

Perceptions of the

various aspects or

components related to

the development and

implementation of

inclusive education

Low

3.35

0.345

298

366.208

.000

Mod-Low / 0.371 (.000)

Moderate

3.72

0.392

High-Low / 1.349 (.000)

High

4.70

0.378

High-Mod / 0.978 (.000)

Role of the principal to

strengthen and promote

inclusive education

Low

3.09

0.495

298

390.891

.000

Mod-Low / 0.854 (.000)

Moderate

3.94

0.515

High-Low / 1.780 (.000)

High

4.87

0.301

Role of the director in

situations or issues that

can hinder the promotion

of inclusive education

Low

2.91

0.471

298

533.741

.000

Mod-Low / 0.948 (.000)

Moderate

3.86

0.464

High-Low / 1.946 (.000)

High

4.85

0.252

The study, also, explored the relationship between directors' knowledge and

their perceptions regarding inclusive education, employing Pearson's correlation

(see table 5). The findings indicated significant correlations:

There's a negative correlation between "Perceptions of the implementation of

inclusive education protocols" and knowledge on inclusive education policy and

legislation. Higher knowledge in "International policy" (r=-.801, p<.001) and

"Legislation and measures" (r=-.803, p<.001) correlates with lower perception

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scores. Similar negative correlations were found with "Conceptual clarification"

(r=-.754, p<.001), "Models of inclusive education" (r=-.789, p<.001), and

"Inclusion protocols" (r=-.639, p<.001), suggesting higher knowledge results in

lower perceptions about the execution of inclusive education protocols in

Greece.

Positive correlations were observed between the level of knowledge and

perceptions on inclusive education development and implementation. Higher

knowledge positively correlates with perceptions in "Conceptual clarification"

(r=.741, p<.001), "Models" (r=.736, p<.001), "International policy" (r=.767,

p<.001), "Legislation and measures" (r=.718, p<.001), and "Inclusion protocols"

(r=.575, p<.001), indicating that increased knowledge enhances positive

perceptions of inclusive education aspects.

The principal's role in promoting inclusive education also showed a positive and

strong correlation with knowledge levels: "Conceptual clarification" (r=.734,

p<.001), "Models" (r=.758, p<.001), "International policy" (r=.740, p<.001),

"Legislation and measures" (r=.743, p<.001), and "Inclusion protocols" (r=.609,

p<.001). This means greater knowledge is linked to a higher appreciation of the

principal's role in inclusive education.

Lastly, there's a positive, strong correlation between the principal's role in

addressing needs and knowledge: "Conceptual clarification" (r=.762, p<.001),

"Models" (r=.790, p<.001), "International policy" (r=.783, p<.001), "Legislation

and measures" (r=.776, p<.001), and "Inclusion protocols" (r=.637, p<.001),

indicating that more knowledgeable directors value their role in managing

school administration to enhance inclusive education more highly.

Table 5

Correlation between subdimensions Knowledge of protocols and policies of inclusive education,

the attitudes and perceptions of directors of special education school unit

Conceptual

clarification

definitions

Models of

inclusive

education

Internation

al policy of

inclusive

education

Legislation

and

measures

of inclusion

Protocols

of inclusion

in Greek

schools

Perceptions of the

implementation of inclusive

education protocols

-.754**

-.789**

-.801**

-.803**

-.639**

.000

Perceptions of the various

.741**

.736**

.767**

.718**

.575**

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aspects or components

related to the development

and implementation of

inclusive education

.000

Role of the principal to

strengthen and promote

inclusive education

.734**

.758**

.740**

.743**

.609**

.000

Role of the director in

situations or issues that

can hinder the promotion

of inclusive education

.762**

.790**

.783**

.776**

.637**

.000

Note.** The correlation is significant at the 0.01 level (bilateral).

Conclusions and Discussion

The current research attempted to explore the perceptions of directors of

secondary education in Greece regarding inclusive education protocols and

policies taking into account all its variable components - knowledge,

understanding and perceptions. The study also sought to establish the likely

relationship between the knowledge possessed by the directors and their

attitudes in respect of inclusive education.

Awareness and understanding by directors in respect to the protocols of

inclusive education ranged from low to high. Some directors were well-informed

and actively implemented these policies, while others had a very poor

understanding of the policies in place, which affected the implementation of the

policies as intended. That disparity upholds the importance of knowledge about

leadership for the implementation of policies of inclusive education, as indicated

by the European Agency for Special Needs and Inclusive Education (2021) and

underlined by works such as Fowler, Coleman et al. (2019), or McLeskey et al.

(2017). These studies reflect the dire need for knowledge and comprehensive

skills in implementation among educators and administrators to the betterment

of exceptional students.

The research that Gray et al. (2018) are conducting further emphasizes the

sensitivity and awareness by administrators at schools to organizational and

pedagogical practices that promote social inclusion. This finding is further an

agreement with the wide range of attitudes towards educational inclusion

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among principals, which are influenced by their personal beliefs and the specific

circumstances in their schools. This reflects the complex landscape of

implementing inclusive education, whereby not only systemic support but a

change in attitudes and perceptions among the educators and administrators

needs to happen, as was noted by Woodcock & Woolfson (2018) and Mngo &

Mngo (2018).

Putting into comparison our goals and findings, it indicates that the study

managed to fulfil its objective of coming up with an understanding on directors'

knowledge and perceptions on inclusive education. However, the variance in

comprehension among the directors themselves raises a very important area for

future policy formulation and training programs.

The gap between policy and practice in inclusive education, accentuated by

differences in awareness and commitment on the part of the directors, points to

the requirement of comprehensive training, resources, and supportive culture at

school level in order to make the realization of inclusive education effective.

This resonates with the findings of Görel & Hellmich (2022), DeMatthews et al.

(2021), and Mitchell & Sutherland (2020), all of which are in concurrence

regarding the complicated needs and challenges to ensure successful inclusive

education, hence the need for systemic support, resource allocation, and the

development of enabling educational settings.

In summary, while Greece has taken a few steps forward in inclusive education,

the chasm from policy to practice is huge and calls for efforts to be focused on

training, resource support, and growing a culture supporting diversity and

inclusion. Ultimately, the geographical and cultural limitation of the study to the

Greek context, allow avenues to be built for future research to engage in the

effect of cultural and systemic differences on the policies of inclusive education

with the consequences on students in diverse and multicultural settings.

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