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Academic Leaders’ Experiences of Inclusive Education through the Lens of Positive Psychology

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https://doi.org/10.54963/jqre.i46.2119
Jason V. Chavez, Rolly G. Salvaleon, Maria Lady Sol A. Suazo, Abundio C. Miralles, Maria Cristina S. Dela Cerna, Sitti Khadija M. Dammang, Nuryneil M. Joe, Cindy May P. Tacbobo, & Kier P. Dela Calzada. (2026). Academic Leaders’ Experiences of Inclusive Education through the Lens of Positive Psychology. Journal of Qualitative Research in Education, (46), 96–111. https://doi.org/10.54963/jqre.i46.2119
Issue 46 (2026): in progress
Copyright (c) 2026 Jason V. Chavez, Rolly G. Salvaleon, Maria Lady Sol A. Suazo, Abundio C. Miralles, Maria Cristina S. Dela Cerna, Sitti Khadija M. Dammang, Nuryneil M. Joe, Cindy May P. Tacbobo, Kier P. Dela Calzada
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Authors

  • Jason V. Chavez

    School of Business Administration, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines
  • Rolly G. Salvaleon

    Office of the Vice President for Research and Extension, North Eastern Mindanao State University, Tandag City 8300, Philippines
  • Maria Lady Sol A. Suazo

    Office of the Vice President for Academic Affairs, North Eastern Mindanao State University, Tandag City 8300, Philippines
  • Abundio C. Miralles

    Office of the Vice President for Administration and Finance, North Eastern Mindanao State University, Tandag City 8300, Philippines
  • Maria Cristina S. Dela Cerna

    Graduate School, North Eastern Mindanao State University, Tandag City 8300, Philippines
    College of Teacher Education, North Eastern Mindanao State University, Tandag City 8300, Philippines
  • Sitti Khadija M. Dammang

    College of Education, Mindanao State University-Sulu, Jolo 7400, Philippines
  • Nuryneil M. Joe

    College of Arts and Science, Mindanao State University-Sulu, Jolo 7400, Philippines
  • Cindy May P. Tacbobo

    Extension Program Delivering Unit, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines
  • Kier P. Dela Calzada

    Extension Program Delivering Unit, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines

Received: 17 December 2025; Revised: 2 January 2026; Accepted: 22 January 2026; Published: 3 March 2026

This study explored how academic leaders applied principles of positive psychology in fostering inclusive educational environments and examined how positive psychological traits shaped their leadership experiences, challenges, and strategies. Anchored in an exploratory qualitative research design, the study sought to capture the lived experiences and leadership practices of academic leaders within diverse institutional contexts. One-on-one semi-structured interviews were conducted with eighteen (18) academic leaders, allowing for in-depth insights into how inclusion was enacted beyond formal policies. The collected data were analyzed using reflexive thematic analysis to identify recurring patterns and meanings across participants’ narratives. Findings revealed that academic leaders operationalized positive psychology through hope-oriented practices, well-being initiatives, strengths-based leadership approaches, and the intentional cultivation of belongingness within their institutions. These practices played a significant role in nurturing inclusive cultures by promoting psychological safety, collaboration, mutual respect, and active engagement among both students and staff. Moreover, the results highlighted that positive psychological traits, particularly resilience, optimism, empathy, and gratitude, served as essential leadership resources. These traits enabled leaders to navigate institutional constraints, sustain inclusive initiatives over time, and respond adaptively to resistance, change, and learner diversity. The study concluded that inclusive education was strengthened not solely through policies, frameworks, or structural mechanisms, but through everyday leadership practices grounded in positive psychological principles. Embodying and modeling these traits, academic leaders translated inclusive ideals into meaningful institutional practice. The study concluded that inclusive education was strengthened not only through policies and structural mechanisms but through leadership practices grounded in positive psychological principles, underscoring the central role of academic leaders in translating inclusion from policy intent into institutional practice.

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