Abstract

The literature on inclusive education acknowledges the crucial role that leadership plays in managing diversity and promoting school community participation. However, empirical evidence regarding its relationship with families and caregivers remains scant. This study aimed to analyze the inclusive leadership practices of school leadership teams from the perspective of families in Chilean schools. Using the 'Leading Inclusive Education in Compulsory Education Schools (LEI-Q)' questionnaire, 2314 families from 52 schools in Chile were surveyed. The data underwent descriptive, correlational, and mean comparison analyses. The main findings indicate that families perceive a substantial level of implementation of inclusive leadership, albeit acknowledging the need for significant improvements. However, it is observed that parents perceive fewer inclusive practices compared to other caregivers (grandparents, uncles, or siblings), and this perception diminishes as the educational level of families increases. The implications of these findings for the exercise of school leadership committed to the principles of inclusion are discussed.