Inclusive Education in School Leadership: An Appreciative Inquiry
DOI:
https://doi.org/10.69569/jip.2025.103Keywords:
Appreciative inquiry, CDIO framework, Diverse learners, Inclusive education, Professional developmentAbstract
This study employed an appreciative inquiry approach, a qualitative methodology that focuses on identifying and amplifying existing strengths to foster positive change. Data collection involved semi- structured interviews with school administrators, teachers, and students, as well as focus group discussions to explore shared experiences and perspectives. Document analysis of school policies and program materials provided contextual understanding. The appreciative inquiry framework guided the research through four phases: Discovery, Dreaming, Designing, and Destiny. Discovery involved identifying and appreciating current inclusive practices. Dreaming explored stakeholders' visions for an ideal inclusive environment. Designing focused on collaboratively developing actionable strategies. Finally, Destiny is involved in proposing implementation and sustainability plans. Thematic analysis was employed to synthesize qualitative data, revealing key leadership strategies and support systems that contribute to inclusive education at the University of the Visayas, Dalaguete Campus.
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