Date of Publication

6-2022

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Educational Leadership and Management

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Advisor

Voltaire M. Mistades

Defense Panel Chair

Abdul J. Osman

Defense Panel Member

Lourdes Melegrito
Cristina Bate

Abstract/Summary

The purpose of this study is to discover how the principals interpret inclusion and their inclusive practices at Notre-Dame (CND) schools in Vietnam; hence, the research questions that guide this study are: 1) How do principals of the CND schools interpret inclusion? 2) How do the principals of the CND schools practice inclusion in terms of developing culturally responsive teachers, promoting culturally responsive / inclusive school environment, and engaging students, parents, and indigenous contexts? In this study, Culturally Responsive School Leadership Framework is used as the conceptual framework. The research design is multiple-case study that is conducted at all five CND schools in Vietnam. The data collection instruments are semi-structured interviews with five principals of CND schools, mini-surveys with questionnaires for teachers and parents, and documentation. Through with-in case and cross-case analysis, eight themes emerge and indicate that CND principals believe that in order to implement inclusion effectively, it is necessary to have a great hope for students’ growth in education and a commitment to providing equal learning opportunities for all students. Then, through situational leadership and leadership as graced companionship, the principals develop inclusive educators for their schools, make some school adaptations, create their school as a “common home” for all stakeholders, and build an educational community to engage diverse individuals and organizations in their inclusive educational mission. These themes are organized in a framework as an initial view on how inclusive education is being implemented at CND schools in Vietnam. This framework can be used as a foundation for the development programs of CND schools on the way to become inclusive institutions based on the criteria identified by international organizations.

Keywords: understanding of inclusion, inclusive practices, principal’s role, culturally responsive school leadership, case study, Vietnam

Abstract Format

html

Language

English

Format

Electronic

Physical Description

[11], 185, [38] leaves

Keywords

Inclusive education--Vietnam; School principals--Vietnam

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Embargo Period

7-25-2022

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