Leadership and the external school evaluation program in the development of an inclusive school

Abstract

This article analyzes how the leadership of a School Cluster in Portugal operationalizes inclusive education policies within the context of the third cycle of the External School Evaluation Program (PAEE), conducted by the Inspectorate-General of Education and Science (IGEC). The study adopts a qualitative case study approach, grounded in the analysis of the school’s foundational documents, the IGEC evaluation report, and 12 semi-structured interviews conducted with school leaders. Guided by the lens of Realist Evaluation, the research aims to understand how organizational contexts, activated leadership mechanisms, and achieved outcomes interrelate in promoting inclusive practices. Findings indicate that strategically oriented leadership grounded in shared accountability invests in strengthening the areas for improvement identified through the PAEE and implements differentiated practices that foster inclusion. Despite documented progress, challenges persist within Portugal’s public education system, including large class sizes, shortages and turnover of human resources, and infrastructural limitations, which undermine the sustainability and equity of educational responses. This study advances understanding of the PAEE’s impact on pedagogical practices, underscores the importance of school leadership policies committed to inclusion, and highlights the value of realist evaluation as a powerful lens for sharpening policy analysis in dynamic and complex contexts.