ETHICAL TEACHERS’ LEADERSHIP COMPETENCE IN INCLUSIVE EDUCATION

Abstract

This paper explores the essential role of ethical competence in enhancing teachers’ effectiveness in inclusive education settings. It emphasizes that teachers must develop a multifaceted set of competencies that not only encompass knowledge and skills but also the ability to navigate complex emotional and behavioral dynamics of diverse learners. The study highlights the significance of ethical leadership, which empowers teachers to reflect on their professional practices and foster collaborative, inclusive school cultures. It identifies key competencies necessary for teachers to successfully implement inclusive education, such as individualized instruction, classroom management, and effective communication with students, parents, and colleagues. Furthermore, the paper underscores the need for continuous professional development in ethical decision-making and the cultivation of a supportive learning environment. Ultimately, it posits that ethical competence is foundational for teachers to fulfill their responsibilities in promoting equitable educational opportunities for all students, thereby contributing to their social and emotional development. The findings advocate for a systemic approach to teacher training that integrates ethical considerations into pedagogical practices, ensuring that teachers serve as moral models and leaders within their educational communities.