Abstract:

Increasingly, schools are aware they have a responsibility to promote an inclusive culture. A thriving school culture requires decisions, activities, and leadership that are inclusive (Dyson et al., 2002). Selection and training are especially important when it comes to creating a shared sense of values and ensuring participatory practices. In this study, we examined the impact of the HEAD programme for primary and secondary school principals, which aimed to empower them to develop inclusive school cultures. In a quasi-experimental study, with two participating countries (Croatia, North Macedonia), we randomly assigned schools (principals, teachers, students) to one of the two conditions (control, experimental). The data presented in this study are only those of the main target group and specific context, specifically the principals from the Republic of North Macedonia. Our sample comprised 39 principals, 20 from primary schools (15 in the experimental group, Mage = 46.4 years, 33.3 % females; and 5 in the control group, Mage= 45.4 years, 80.0 % females) and 19 from secondary schools (14 in the experimental group, Mage = 49.7 years, 78.6 % females; and 5 in the control group, Mage= 49.6 years, 63 % females). Data were collected before and after the HEAD programme for principals, using a newly developed questionnaire (piloted beforehand, displaying appropriate psychometric characteristics). The HEAD programme covered four main topics, Democratic school governance, Cooperation with stakeholders, Inclusive school policies, and Awareness of school challenges. All were measured with several scales, answered on a 5-point Likert scale. The programmes´ impact was evaluated using a two-way mixed-measures ANOVA (between-subjects variable was group: experimental, control; within-subjects variable was the time of measurement: pre-intervention, post-intervention). In this study, three scales were used, representing two facets of Inclusive school policies. The welcoming atmosphere in the school was measured with a scale Supporting organisational and relational environment (14 items about the principal’s role in organisational support and the relational support for school staff and students). Responsiveness to diversity was measured with scales Means for expressing diversity (6 items about the frequency of opportunities for students to express diversity) and Valuing and supporting diversity (7 items about the frequency of encouragement to value and support diversity). In the principals' sample from primary schools, a group-by-time interaction was observed in Supporting organizational and relational environment and Valuing and supporting diversity, with an increase in the experimental group and a decrease in the control group. Furthermore, when looking at changes from pre to post-test in Means for expressing diversity, the experimental group reported an increase, while the control group reported a decrease. In the principals' sample from secondary schools, no group-by-time interaction was observed. When looking at changes from pre to post-test in all three scales, the experimental group reported an increase in all three, while the control group reported a decrease in Valuing and supporting diversity and increases in the other two scales. These findings indicate that the HEAD programme has more effectively supported principals from the primary schools. Implications of the findings will be discussed.

Keywords:

Inclusive school policies, Principals, Impact, Republic of North Macedonia, HEAD project.