International Journal of Education Policy and Leadership https://journals.sfu.ca/ijepl/index.php/ijepl <p>IJEPL is a refereed electronic journal dedicated to enriching the education policy, leadership, and research use knowledge bases, and promoting exploration and analysis of policy alternatives.</p> IJEPL is a joint publication of PDK International, SFU and UDel en-US International Journal of Education Policy and Leadership 1555-5062 <p>Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use after initial publication under the Creative Commons <a href="http://creativecommons.org/licenses/by-nc-sa/4.0/">Attribution-Noncommercial-Share Alike 4.0 Unported License</a>. </p><p><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License" /></a></p><p>This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</p> Self-determination and inclusion: The role of Canadian principals in catalysing inclusive-positive practices https://journals.sfu.ca/ijepl/index.php/ijepl/article/view/969 <p>While the placement of students with complex learning needs in Canadian classrooms may be mandated in policy, the development of inclusive-positive practices requires direct, and at times delicate, support and encouragement from principal teams. Without genuine engagement and buy-in from teachers and school staff, students in inclusive classrooms may not find meaningful opportunities in those spaces. Often, it falls on principals to be leaders of attitudes and practices so that inclusive school communities can thrive. Fortunately, the framework of self-determination theory provides a path by which principals can catalyse attitudinal changes (autonomy), best practices (competences), and enriched community relationships (relatedness). This study includes the questionnaire responses of 275 principals (and vice principals) from six provinces in Canada. Of those 275 participants, 46 principals also participated in interviews. The findings of this study suggest that affecting attitudinal changes requires specific and comprehensive practices. Principals also need to model inclusive-positive attitudes in their behaviour and practice. Finally, the careful curation and maintenance of relationships is a necessary for the well-being of the school communities. Implications for principal practice and school well-being are included.</p> Jeffrey William Harris MacCormack Steve Sider Kimberly Maich Jacqueline Ann Specht Copyright (c) 2021 Jeffrey William Harris MacCormack, Steve Sider, Kimberly Maich, Jacqueline Ann Specht http://creativecommons.org/licenses/by-sa/4.0 2021-04-28 2021-04-28 17 2 10.22230/ijepl.2021v17n2a969