A STUDY OF THE COMPONENTS OF INCLUSIVE LEADERSHIP OF SCHOOL ADMINISTRATORS
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This research aims to study and define the comprehensive leadership components of school administrators using qualitative research methods. The research process is divided into three key steps. Step 1 is the synthesis of comprehensive leadership component from literature reviews, concepts, theories, and related research from a total of 8 sources. Then bring the synthesis results to select only the components that appear repeatedly and have a frequency of 50 percent or higher to define as basic components. Step 2: Collecting in-depth data from interviews with 5 selected experts using a semi-structured interview format, which is divided into two parts as follows: Part 1: Basic information of the interviewee, and Chapter 2 Comments on the Comprehensive Leadership Elements of School Executives. The information obtained was analyzed to improve and develop the elements to be more comprehensive and complete. And step 3 is the evaluation of the suitability of the comprehensive model elements of school administrators that have been synthesized and improved, based on evaluations from 5 experts and the tools used in the research. These include documentary synthesis models, semi-structured interview models, and a 5-point Likert scale questionnaire. The obtained data were analyzed using basic statistics, including frequency, percentage, mean, and standard deviation. The research results can be summarized as follows: The components of inclusive leadership consist of 4 elements: 1) relationships among colleagues 2) participation 3) decision-making, and 4) cultural intelligence. The four components reflect a leadership that can foster understanding, collaboration, and appropriate management of the diverse differences within the school, which will lead to the effective and sustainable development of educational management potential.
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