Inclusive Leadership As A Multidimensional Construct: Psychometric Validation Of The Greek Lei-Q

Inclusive leadership is increasingly recognised as a key factor in fostering equitable and participatory school environments, yet validated instruments for measuring inclusive leadership practices across educational contexts remain limited. This study examines the psychometric properties and factorial structure of the Greek adaptation of the Leadership for Inclusion Questionnaire (LEI-Q), a widely used instrument for assessing inclusive leadership in schools. Data were collected from 592 Greek school principals from primary and secondary education. To examine the internal structure of the instrument, the sample was randomly divided into two subsamples. Exploratory Factor Analysis (EFA) using oblique (Promax) rotation was conducted on the first subsample, followed by Confirmatory Factor Analysis (CFA) on the second subsample. Reliability and correlations among the resulting dimensions were also examined. The findings revealed a stable four-factor structure: (a) Inclusive Leadership and School Culture, (b) Inclusive School–Community Policies, (c) Inclusive Teaching and Assessment Practices, and (d) Student and Family Empowerment. All four factors demonstrated strong internal consistency, while CFA results indicated good model fit. Overall, the findings support the conceptualisation of inclusive leadership as a multidimensional and interrelated construct encompassing cultural, organisational, pedagogical, and participatory dimensions, while the validated Greek LEI-Q offers a reliable instrument for research and practice.