Positive Psychology's Perspective on Academic Leaders' Experiences with Inclusive Education

Abstract

This study focused on the leadership experiences, difficulties, and tactics of academic leaders in order to examine how they applied the concepts of positive psychology to establish inclusive learning environments. The study gathered insights from 20 academic leadership personalities from Western Mindanao and North Eastern Mindanao into how inclusion went beyond official policies through qualitative research techniques, such as semi-structured interviews with eighteen academic leaders. To identify recurrent themes in the participant accounts, reflexive thematic analysis was used. Important conclusions showed that well-being programs, strengths-based leadership, intentional nurturing of belongingness, and hope-oriented activities were how positive psychology was operationalized. These initiatives helped create inclusive cultures that are characterized by student and staff participation, psychological safety, cooperation, and respect for one another. Positive psychological qualities including resilience, optimism, empathy, and thankfulness were also highlighted in the study as essential tools for leaders to overcome institutional obstacles and sustain inclusive efforts. It came to the conclusion that everyday leadership actions guided by positive psychology concepts are crucial to inclusive education, rather than only policies or institutional frameworks. These qualities are exhibited by academic leaders, who successfully translate inclusion from policy to practice