Does authentic leadership develop inclusive classrooms: a model examination?
International Journal of Educational Management
ISSN: 0951-354X
Article publication date: 14 March 2022
Issue publication date: 21 April 2022
Abstract
Purpose
The present study aims to statistically prove the theoretical model on inclusive higher education provided by Srivastava and Shree (2019), which analyzes the effect of authentic leadership (AL) on inclusive classrooms (ICs) with the intervening role of academic optimism (AO) and art-based innovation pedagogies.
Design/methodology/approach
This current study collected data through a questionnaire method from higher education faculty and the faculty's immediate leaders. Statistical methods like descriptive analysis, confirmatory factor analysis (CFA) and multiple regression analysis were conducted to evaluate the variables, model fit and hypothesis, respectively.
Findings
The results indicated a positive effect of AL on ICs via the partial mediating role of AO. However, unlike the proven theoretical model, the moderating role of art-based innovation pedagogy between AO and the IC was not supported.
Originality/value
The implications of this study advanced the theoretical aspect of the model while providing managerial suggestions that can be applied to support the development of ICs in educational institutions.
Keywords
Acknowledgements
This paper forms part of a special section “Inclusive higher education in cross-cultural settings”, guest edited by Anugamini Srivastava, Sucheta Agarwal and Malini Ganapathy.
Citation
Srivastava, A.P., Shree, S. and Agarwal, S. (2022), "Does authentic leadership develop inclusive classrooms: a model examination?", International Journal of Educational Management, Vol. 36 No. 4, pp. 495-514. https://doi.org/10.1108/IJEM-07-2020-0338
Publisher
:Emerald Publishing Limited
Copyright © 2022, Emerald Publishing Limited