School Leadership Styles and Teacher Performance in Special Educational Needs (SEN) Education in International Schools

Inclusive education has become a global priority in ensuring equitable learning opportunities for students with Special Educational Needs (SEN), highlighting the critical role of effective school leadership in supporting teachers and promoting inclusive practices. This study examined the relationship between school leadership styles and the performance of teachers handling students with SEN in selected international schools in Bangkok, Thailand. A quantitative descriptive-correlational research design was employed, involving 60 participants: 50 teachers and 10 school heads, selected through purposive sampling. Data were collected using a researcher-developed questionnaire and analyzed using frequency and percentage distributions, weighted mean, Spearman Rank Correlation Coefficient, Chi-square Test of Independence, and Independent Samples t-test. The findings revealed that school leadership styles were Highly Manifested, with distributed, servant, and transformational leadership emerging as the most evident practices, while teachers demonstrated Very High Performance in implementing inclusive education. A statistically significant moderate positive relationship was found between school leadership styles and teacher performance, indicating that effective leadership practices contribute to stronger teacher performance in supporting students with SEN. Teacher profile variables were not significantly associated with teacher performance; however, teachers and school heads differed significantly in their perceptions of leadership styles but showed similar perceptions of teacher performance. The study was limited to selected international schools in Bangkok, Thailand, and relied on self-reported data. The findings highlight the importance of leadership development, continuous professional learning, and collaborative support in strengthening inclusive education. The study contributes empirical evidence to educational leadership and inclusive education literature and served as the basis for developing a capacity-building program to enhance inclusive practices in international schools.