SHARED POWER, SHARED PURPOSE: INVESTIGATING INCLUSIVE LEADERSHIP PRACTICES IN COMMUNITY SCHOOLS

Abstract

This study examined how principals and community school coordinators in one Maryland school district’s Community Schools define, implement, and experience the conditions that support or hinder inclusive leadership. Although inclusive leadership is identified as a core pillar of the Community Schools strategy, its consistent implementation across schools remains uneven, highlighting a need to better understand how leaders interpret and enact this practice. Using an exploratory approach that included surveys and semi-structured interviews, the study captured the perspectives of principals and Community School Coordinators (CSCs). Across data sources, participants consistently defined inclusive leadership as a value-driven practice rooted in equity and shared responsibility for students and families and described enacting it through collaborative decision-making and the principal-CSC partnership as a central leadership structure. However, participants also identified barriers, including misaligned district systems and limited professional learning. The findings suggest that while school leaders demonstrate strong commitment to inclusive leadership, its consistent enactment depends on relational partnerships, supportive district systems, and access to targeted professional learning. The study has practical implications for districts implementing or expanding community school strategies, particularly in clarifying expectations, strengthening leadership partnerships, and expanding professional learning opportunities. Findings are limited to one district and reflect self-reported perceptions during a period of ongoing implementation. Overall, this study suggests that the success of the Community Schools strategy depends not only on collaborative structures but also on the development of coherent systems that intentionally support inclusive leadership practices. By aligning district systems, professional learning, and school-level leadership structures, districts can create the conditions for inclusive leadership to become a consistent and sustainable practice within community schools.