Abstract
PurposeInclusive organizations believe in integrating all toward synergistic outcomes. However, the extent to which inclusive education plays their role toward inclusive organizations requires more explorations. Therefore, the purpose of this paper is to provide a theoretical model exploring authentic leadership (AL) as a predictor of inclusive organization in an Indian school context.Design/methodology/approachThe paper theoretically develops a model to explore and establish inclusive classroom (IC) settings in emerging nations.FindingsThe study further provides academic optimism (AO), a latent term comprising collective efficacy, faculty trust and academic emphasis as its dimensions to intervene the linkage between AL and IC. Since teaching pedagogies help teachers to express their real intentions, this study also posits art-based innovation pedagogy as a future-oriented art pedagogy to strengthen the effect of teachers’ AO on IC.Originality/valueThis study will benefit the practitioners and academicians to re-design their policies and practices in developing nation education system.
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