Primary school headmasters in France have challenging roles managing schools and educational teams while also teaching students. A study analyzed interviews of 60 French primary school headmasters to understand their commitment to inclusion. The study found that commitment to inclusion varied individually. Reasons for becoming a headmaster, seniority, gender, and school location and size all impacted stances on inclusion. Headmasters who chose the role were more committed to inclusion and student success, while women were more responsive to inclusion actions. Commitment also depended on personalities and socio-cultural challenges of school environments.

1. Participating in Inclusion :
In France, The Primary School Headmaster’s challenging Daily Life
References (extract):
Block E. , Breaud M. , McNulty C. , Papa T. and Perry M. (2019), "Perspectives of Special Education: Literature Review
and Interview". Creative Education, 10, 1973-1981
Norwich B. (2008), "Special schools: What future for special schools and inclusion? Conceptual and professional
perspectives", British Journal of Special Education , 35(3), 136 - 143
Richardson J-G. & Powell J- J.W.(2011), Comparing Special Education: Origins to Contemporary Paradoxes. Stanford
CA : Stanford University Press
Rix, J. Sheehy, K., Fletcher-Campbell, F., Crisp, M. & Harper, A. (2013), "Exploring provision for children identified with
special educational needs: an international review of policy and practice", European Journal of Special Needs
Education, 28 (4), 375–39.
Uusimaki, L., Garvis, S., Sharma, U. (2020), "Swedish Final Year Early Childhood Preservice Teachers' Attitudes,
Concerns and Intentions towards Inclusion". Journal of International Special Needs Education, v23 n1, 23-32
Network : NW 04 Inclusive Education
Id number : 1342
Autor : Hervé DUCHAUFFOUR
Sorbonne University
Who are the Headmaster in France ?
Teachers being placed on the aptitude list after
interview with inspector. They are responsible for
managing the school and leading the educational
team without being a superior. The time spent
with pupils and for school management depends
on the size of the school: from full time with
pupils to no class load.
Theoretical Framework and Methodology
Research in education and training sciences falls within
the field of sociology of education
Corpus: sixty interviews of male and female primary
school headmasters ; all ages and seniority represented ;
any kind of location
Data Analysis: All interviews transcribed ; a thematic
breakdown to define categories and construct a typology
Some main research hypotheses and search results
Generalities The intensity of commitment to diversity management by headmaster is quite variable. It is
above all a civic commitment. This willingness to fight against discrimination and to
participate in the implementation of a truly inclusive school refers to political
commitments, associative commitments or an expression of religious belief
H1: Reasons
for entering
the job
Teachers who have chosen to become headmasters are more involved in inclusive
education. They have a project which is mostly the success of all pupils. They are more
attentive to the reception of families and sensitive to their difficulties.
H2: Seniority
in the
function, ages
Those who are older in the job, associated with age, may have more difficulty than younger
people in meeting all the obligations associated with inclusion due to changing official
demands and frequent policy changes.
H3: Gender
issue
Overall, women who have chosen the function are more responsive to implementing
actions related to inclusion and are more attentive to the daily well-being of the pupils.
When the function has not been chosen, men and women just apply the texts
H4: Location
and school
size
No clear-cut results. It depends on the personality of the head teachers for small and
medium-sized schools. For large schools, the more they are in a difficult socio-cultural
sector, the more vigilant the headmasters are about implementing inclusive actions.
Keywords: Inclusion, Professionalism, Qualitative Analysis, School Headmaster, Sociology of Education