This study delves into the intricate realm of schools as complex organisations embedded in human relationships (Argyris, 1995; Daft, 2002; Brundrett, Burton & Smith, 2003), tasked with navigating societal challenges through a systemic approach. The research aims to examine the distinct role of inclusive school leaders to guarantee the provision of inclusive education within the Italian and Maltese educational contexts, both characterised by an inclusive system that promotes the eradication of a traditional divide between mainstream and special schools. These leaders, acknowledged as integral components of the school system (Pirola, 2015; Paletta & Bezzina, 2016; Bufalino, 2017; Agrati, 2018), actively collaborate with the school community to coordinate the provision of inclusive education in mainstream schools.

A qualitative approach employing semi-structured interviews was chosen to capture the perspectives of these middle leaders. The inquiry covers the leaders’ perceptions regarding:

-        their function;

-        the resources, both internal and external, that they believe contribute to their successful job performance;

-        collaboration with other stakeholders;

-        the salient factors for the creation of strong leadership teams;

-        effective approaches to promote inclusion;

-        prospects and areas for further improvement.

The study is grounded in the theoretical construct of distributed leadership, emphasising the efficacy of a collaborative model, contrasting with traditional hierarchical structures (Bennett et al., 2003). Distributed leadership embodies collaboration and organisational learning, signifying a transition from individual to shared and group knowledge. A model rooted in distributed leadership yields multifaceted improvements, fostering increased enthusiasm and collaboration among teachers, a propensity for change, and heightened effectiveness in decision-making processes (Hallinger & Heck, 2010; Alma Harris & Jones, 2017; Paletta, 2020). International studies underscore the link between distributed leadership and positive student learning outcomes, particularly through the actions of middle leaders bridging school leadership, classroom teachers, parents and other stakeholders (Leitwood, 2016; Bezzina et al., 2018; Fullan, 2015; Harris & Jones, 2017; Hargreaves & Ainscow, 2015). These middle leaders emerge as pivotal figures in promoting distributed leadership at both organisational and classroom practice levels. They play a central role in cultivating an organisational culture founded on inclusive principles and values such as trust, active participation, and a shared vision (Harris & Jones, 2019; De Nobile, 2018) to ensure quality education for all.

The research methodology, specifically the semi-structured interviews, draws inspiration from the Appreciative Inquiry approach (Cooperrider & Whitney, 2001). Appreciative Inquiry, recognised for positive outcomes in organizational and educational contexts (Cooperrider & Srivastva, 1987), aims to uncover strengths within an organisation to design constructive change. The positive, strength-based approach used in this design reframes the inquiry, promoting positive change based on existing practices and structures. This aligns with the philosophical consistency of Appreciative Inquiry with strength-based approaches in inclusive education (Dockrill Garrett, 2022), contributing to a holistic understanding of the inclusive school leader's role and fostering a culture of positive change within educational institutions.

In total, 16 semi-structured interviews were conducted between November 2023 and January 2024, ten of which in the Campania region (Italy) and six in Malta. All participants were female, worked within lower and upper secondary state schools and had at least three years of experience in their role as inclusive school leaders (Funzioni Strumentali per l’inclusione in Italy and Heads of Department for Inclusion in Malta). As for the Italian sample, two leaders were selected from each of the five provinces, one working in an urban area and one in a suburban area. Convenience sampling was employed, wherein leaders were selected based on their voluntary willingness to participate in the study. The core interview questions were consistent across both the data collection phases, with a few additional questions tailored to each country’s organisational context. The first part of the interview explored the inclusive school leaders’ professional background and motivation to take on this role. The following questions were intended to collect data on their opinions regarding their role, internal and external resources, collaboration with stakeholders, factors for strong leadership teams, approaches to promote inclusion, and areas for improvement. Transcriptions are being analysed following Braun & Clarke’s (2006) thematic analysis protocol as it provides an inductive and reflective approach, allowing themes to emerge from the data. The MAXQDA2020® software for qualitative and mixed methods data analysis is being used to code and categorise data systematically. The conference presentation will focus on the outcomes of the interviews carried out in Italy and in Malta, emphasising inclusive school leaders’ perspectives on internal and external resources vital for effective job performance.

In summary, the initial findings of this study reveal striking similarities in the opinions of inclusive school leaders, transcending cultural and organizational differences. Their primary role, universally acknowledged, centres around cultivating inclusive cultures deemed essential for enhancing policies and practices. Noteworthy factors contributing to this inclusive ethos include open communication, close collaboration with stakeholders, non-judgmental approaches, mutual trust, empathy, tolerance, professionalism, and staying abreast of current policies and practices. The study underscores the significance of these commonalities as a foundation for fostering inclusive education philosophies. The identified elements form a comprehensive framework that, if embraced, has the potential to transform policies and practices to align more closely with the principles of truly inclusive education. Furthermore, the investigation aligns with the broader discourse on distributed leadership, emphasising its relevance in effective school governance and the enhancement of students’ learning outcomes, particularly in the realm of equity. The unique perspective of framing the study through Appreciative Inquiry adds a distinctive dimension by reinforcing motivation toward positive, inclusive educational initiatives among inclusive school leaders. This emphasis on strengths-based interventions, rather than focusing on challenges or resource constraints, signifies a paradigm shift with a dual aim: fostering increased social participation and a shift in teachers’ perspectives from deficit-based to asset-based models. In addition, by adopting an appreciative lens, the study not only enriches our understanding of the roles played by inclusive school leaders but also presents an opportunity to inform policies and practices for the advancement of a truly inclusive educational philosophy. The implications extend beyond the individual schools studied, offering insights that can potentially contribute to a broader, more equitable educational landscape.

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