Inclusive education has been widely accepted as a useful policy to offer equal access to education to all children. However, practices have stalled in many countries, including the United Arab Emirates (UAE), necessitating support for system strengthening to enhance the existing practices in schools. While leadership is at the heart of effective practices, there is little discussion on the leadership required to leverage inclusive practices. In the UAE, little information is available regarding inclusive education leadership at early school levels, which is dominated by female teachers. This study examined the structural validity of the heuristic leadership framework, which focuses on leadership tenets (transaction, transformation and instruction) controlled by school leaders, to explain female leadership practices in the implementation of inclusive education in early education schools in the UAE. A scale based on the study framework (heuristics leadership framework) was used to collect data from 151 school leaders, including principals, vice principals, faculty heads and lead teachers, working at early school levels across the UAE. The results of this study provide theoretical support for the heuristic leadership framework and some demographics, providing valuable insights into leadership practices among female education leaders in the UAE.

中文翻译：

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阿拉伯联合酋长国的女学校领导力：“启发式”全纳教育领导力模型的验证

全纳教育已被广泛认为是一项为所有儿童提供平等受教育机会的有用政策。然而，包括阿拉伯联合酋长国（UAE）在内的许多国家的做法已经停滞，需要支持系统强化以加强学校的现有做法。虽然领导力是有效实践的核心，但很少有人讨论利用包容性实践所需的领导力。在阿联酋，关于早期学校阶段全纳教育领导力的信息很少，而且主要由女教师主导。本研究检验了启发式领导框架的结构有效性，该框架侧重于学校领导控制的领导原则（交易、变革和指导），以解释阿联酋早期教育学校实施全纳教育中的女性领导实践。使用基于研究框架（启发式领导框架）的量表收集了来自阿联酋各地早期学校工作的 151 名学校领导的数据，其中包括校长、副校长、教职负责人和首席教师。这项研究的结果为启发式领导框架和一些人口统计数据提供了理论支持，为阿联酋女性教育领导者的领导实践提供了宝贵的见解。