District Leadership for Inclusive Education: Enacting Moral and Ethical Leadership for Inclusion, Equity, Belonging, and Love
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| Title: | District Leadership for Inclusive Education: Enacting Moral and Ethical Leadership for Inclusion, Equity, Belonging, and Love |
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| Language: | English |
| Authors: | Chelsea P. Tracy-Bronson (ORCID |
| Source: | Journal of School Leadership. 2026 36(3):321-348. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | School Districts, Leadership, Inclusion, Moral Values, Ethics, Equal Education, Sense of Belonging, Students with Disabilities, Public Schools, School Administration, Superintendents, Administrator Attitudes, Educational Practices |
| Geographic Terms: | Virginia, Vermont, California, Arizona, Maryland |
| DOI: | 10.1177/10526846251385403 |
| ISSN: | 1052-6846 |
| Abstract: | The purpose of this article is to understand the experiences, habits, and educational practices of district-level leaders who operate with a moral and ethical dimension to lead their inclusive school districts that include students with disabilities who have complex needs. This research study is grounded in a conceptual framework centered on inclusive education, leadership as a habit of the heart, and existing theories of leadership for social justice and disability studies in education. A qualitative research methodology was employed, utilizing in-depth interviews, analysis of district documents, and debriefing of interview transcriptions to understand the lived experiences and practices of seven district-level special education leaders who implemented inclusive educational practices. Findings reveal that participants were guided by an internal moral compass, developed a strong sense of responsibility for all learners, and facilitated dialogue around core values and beliefs to shift educational practice toward greater inclusion. These district leaders demonstrated that being an active agent of change required staying true to their moral and ethical commitments of inclusion, equity, and belonging. They led with inclusive habits of the heart, intentionally guided others toward inclusive practices, and worked to align district practices with the principles of equity and belonging--ultimately increasing inclusive opportunities for all students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502299 |
| Database: | ERIC |
| Abstract: | The purpose of this article is to understand the experiences, habits, and educational practices of district-level leaders who operate with a moral and ethical dimension to lead their inclusive school districts that include students with disabilities who have complex needs. This research study is grounded in a conceptual framework centered on inclusive education, leadership as a habit of the heart, and existing theories of leadership for social justice and disability studies in education. A qualitative research methodology was employed, utilizing in-depth interviews, analysis of district documents, and debriefing of interview transcriptions to understand the lived experiences and practices of seven district-level special education leaders who implemented inclusive educational practices. Findings reveal that participants were guided by an internal moral compass, developed a strong sense of responsibility for all learners, and facilitated dialogue around core values and beliefs to shift educational practice toward greater inclusion. These district leaders demonstrated that being an active agent of change required staying true to their moral and ethical commitments of inclusion, equity, and belonging. They led with inclusive habits of the heart, intentionally guided others toward inclusive practices, and worked to align district practices with the principles of equity and belonging--ultimately increasing inclusive opportunities for all students. |
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| ISSN: | 1052-6846 |
| DOI: | 10.1177/10526846251385403 |
