Peran Kepemimpinan Perempuan dalam Pengambilan Kebijakan Sekolah Inklusif di Sekolah Menengah

Abstract

Women's leadership in the context of inclusive secondary schools remains a relatively underexplored area, despite the significant potential of female principals to construct policies responsive to student diversity. This study aims to analyze the role of women's leadership in the policy-making process of inclusive schools at the secondary level, focusing on leadership styles, decision-making strategies, and the supporting and inhibiting factors encountered. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews with female principals, vice-principals, special education needs teachers, and parent representatives; participatory observation during policy meetings; and document analysis. Data were analyzed thematically through reduction, display, and conclusion-drawing stages. The findings indicate that women's leadership tends to emphasize a transformational-collaborative approach, reflected in participatory, empathetic, and student-need-based inclusive policy-making. Female principals act as agents of change who bridge the interests of teachers, parents, and external stakeholders, and are able to transform stigma toward inclusive education into an inclusive school culture. However, structural challenges—including limited resources, insufficient teacher training, and internal resistance—remain the main obstacles. This study concludes that women's leadership contributes significantly to the quality of inclusive school policies, particularly through collaborative and empathetic leadership styles. The implications suggest that strengthening gender-responsive leadership capacity and government policy support are necessary to expand sustainable inclusive practices in secondary schools..