The role of the school principal for the quality of school inclusion: the perception of teachers

Abstract

The article presents a deepening about the role of school principal (SP) in supporting and developing
inclusive education. The SP planning in management policies and interventions for the
inclusion of all pupils were investigated by a quantitative analysis on the self-assessment of the
quality levels expressed by 291 teachers in training. Although there was a high dis-persion of
collected data, teachers expressed positive assessments of the work of the SP. In accordance
with scientific lit-erature, the results show that the quality levels about the work of the SP
perceived by teachers are significantly related to the cultural, organizational-management and
pedagogical-didactic development of inclusive education.