Educational Leadership Developed as Inclusive Leadership

Abstract

Educational leadership gives the concept of education management, which defines the effective management of the education system through the comprehensive, optimal, strategic, and innovative use of existing/available pedagogical resources, a normative dimension built through vision (an essential capacity of authentic leaders) and prescriptive (change promoted as an axiological benchmark necessary to achieve the desired results). Leadership in education can be developed as inclusive leadership by optimally leveraging participatory visionary leadership models (collegial, in conditions of collaboration and cooperation between the leader and all members of the organization), transformative (distributive, at the level of managerial responsibility), transactional (supported by constructive debates, promoted entrepreneurially and politically, with a view to finalizing decisions with positive predictive value). The fundamental quality of an inclusive leader lies in their superior psychological and social ability to be aware of their own limitations (objective and subjective) before making important predictive decisions for the life of the school organization. This is achieved through continuous training in group work, perfected/self-perfected through: cooperation and collaboration, full use of empathy (cognitive and non-cognitive), effective empowerment of all members of the organization; reflection necessary to make socially validated value judgments; internal motivation/self-motivation, with medium- and long-term social impact.

Keywords: educational leadership, inclusive leadership, managerial skills, participatory, transformative, transactional.