Teachers’ Perceptions of Inclusive Leadership Practices in Elementary Schools: Community Inclusion and Public–Private Sector Differences

Abstract

This article examines elementary teachers’ perceptions of inclusive leadership in Khanewal District, Punjab, Pakistan. It selects one descriptive construct—“the school as an inclusive community”—and two inferential grouping variables, school sector (public/private) and gender (male/female), from the thesis. The source thesis reports a quantitative questionnaire survey of 824 teachers and a 12-item, five-point Likert scale for the selected construct. The reported overall mean perception was 4.17 (SD = 0.90), indicating generally favourable responses. The thesis reports no statistically significant sector comparison, t(822) = −0.12, p = .54; reported summed-scale means were 50.05 for public-school teachers and 50.10 for private-school teachers. It reports a gender difference, t = 2.86, p written as .00, with male teachers scoring 50.63 (SD = 5.07) and female teachers 49.52 (SD = 6.05). The findings require caution because the thesis contains inconsistent labels, apparent transcription errors, and incomplete statistical output. This article reproduces the thesis-reported values rather than independently analysing participant-level data. Expanded descriptive tables clarify what the reported means can and cannot show. Interpretations are limited to the sample, and no causal conclusions are drawn. Recommendations focus on strengthening community engagement, improving reporting transparency, and verifying the reported group comparisons before policy use.