Analysing the inclusive educational leadership levels of school administrators according to the teachers' opinions

This researchs aim to determine the inclusive educational leadership level of school administrators and develop a measurement tool (scale) that will determine the level of inclusive educational leadership of school administrators according to the opinions of teachers. In this research which is a quantitive research type, the scanning method was used. The population of the research includes 3977 teachers working in Kırşehir. The sample of the research includes 404 teachers determined by a simple random method among these teachers. In the study, the inclusive education leadership scale developed by the researcher was used to determine the inclusive education leadership levels of teachers and the "information survey" was used to determine the demographic information of the teachers. During the development phase of the inclusive educational leadership scale, an item pool was created and expert opinions were received. Then, validity and reliability analyzes were made. Descriptive statistics (mean, standard deviation, minimum, maximum), Exploratory Factor Analysis, Confirmatory Factor Analysis, Cronbach Alpha Reliability, Independent Sample t test, One Way Anova analysis techniques were used in the analysis of the data obtained within the scope of the study. IBM SPSS and R software were used during the data analysis process. As a result of the analysis of the data; The Inclusive Educational Leadership Scale has been found to be a valid and reliable measurement tool. The Inclusive Educational Leadership Scale has a one-dimensional structure. The scale consists of 23 items and there are no reverse statements in the scale. As a result of the analysis of the data; it was determined that the teachers' inclusive educational leadership levels were high and that the teachers' opinions of inclusive educational leadership did not differ significantly according to gender, educational status, and school type, but differed according to years of seniority.In this context, workshops can be organized where senior and less senior teachers can come together and share experiences. In addition, reward mechanisms can be developed in order to ensure continuity in inclusive education and maintain the high level of motivation of teachers. Keywords: Inclusive education, inclusive educational leadership, school administrators