Leadership Perceptions of Principals with and without Special Education Backgrounds

2018 ◽  
Vol 28 (1) ◽  
pp. 4-30 ◽  
Author(s):  
Rob Schulze ◽  
Mary Lynn Boscardin
Keyword(s):  
Special Education ◽  
School Principals ◽  
Collaborative Leadership ◽  
Ethnically Diverse ◽  
Leadership Perceptions ◽  
Public School Principals ◽  
Education Experience ◽  
Two Factors ◽  
Perceptions Of Leadership ◽  
Q Sort

This study investigated the perceptions of leadership by public school principals with and without special education backgrounds. Utilizing Q-sort methodology, principals sorted 47 leadership statements. Findings indicated prior special education experience was not a predictor of subsequent leadership perceptions. Instead, two factors emerged where one was composed of younger, less educated, less experienced principals in lower-performing schools who valued instructional and transactional leadership and the other was composed of older, more educated, more experienced, and more ethnically diverse principals who worked in higher-performing schools who valued transformational-collaborative leadership. The results suggest principals with and without special education backgrounds follow a developmental path.

scholarly journals The effect of paternalist leadership style of principals on the professional burnout of special education teachers

2021 ◽  
Vol 14 (33) ◽  
pp. e16089
Author(s):  
Mehmet Küçükgöz
Keyword(s):  
Special Education ◽  
Leadership Style ◽  
Special Education Teachers ◽  
School Principals ◽  
Negative Relationship ◽  
Professional Burnout ◽  
Leadership Perceptions ◽  
Leadership Perception ◽  
Significant Difference ◽  
Qualitative Dimension

This study was applied to determine whether the paternalist leadership of school principals affected the burnout levels of special education teachers. The research was carried out with mixed method. 192 teachers participated in the quantitative dimension and 25 teachers and 25 principals participated in the qualitative dimension. Paternalist Leadership Scale, Maslach Burnout Scale and Semi-Structured Question Set were used. In the research, it was determined that teachers' perception of paternalist leadership is high and their burnout levels are low.  It was determined that variables of gender, age and working year did not make a significant difference on teachers' paternalist leadership perception. However, these variables cause a significant difference on teachers' professional burnout. It was determined that there was a moderately negative relationship between teachers' paternalist leadership perceptions and their burnout. As the paternalist leadership levels of the principals’ increase, the burnout of the teachers decreases. It was revealed in qualitative findings that teachers define their principals just like a paternalist leader using father and boss metaphors, and the benevolent attitudes of the principals reduce teachers' burnout. A supportive result in qualitative findings is this; it was determined that the paternalist leadership style of principals prevented insensitivity from burnout dimensions in teachers.

Perceptions of Beginning Public School Principals

1993 ◽  
Vol 3 (2) ◽  
pp. 186-202
Author(s):  
James E. Lyons
Keyword(s):  
Public School ◽  
Time Management ◽  
School Principals ◽  
Beginning Principals ◽  
New Principals ◽  
Local School ◽  
Principal's Role ◽  
Public School Principals ◽  
School Operations

This study was designed to determine the level of competency that beginning principals perceived they had in their primary areas of responsibility when appointed to the position. Secondarily, the study determined what beginning principals perceived to be their greatest challenges and frustrations, most familiar and most unfamiliar areas of responsibility, and who was most and least helpful to them as new principals. The findings indicated that beginning principals are challenged by the following: delegating responsibilities and becoming familiar with the principal's role, the local school, and school operations. Their major frustrations were role adjustment, the (large) amount of responsibility, and time management.

Leadership Styles of Public Schools Principals in the City of Hail in the Kingdom of Saudi Arabia: أنماط القيادة لدى مدراء مدارس التعليم العام في مدينة حائل في المملكة العربية السعودية

2021 ◽  
Vol 5 (41) ◽  
pp. 161-138
Author(s):  
Fahad Husain Alshammari Fahad Husain Alshammari
Keyword(s):  
Public Schools ◽  
Leadership Style ◽  
School Principals ◽  
Statistical Significance ◽  
Point Of View ◽  
Years Of Experience ◽  
Public School Principals ◽  
Low Degree ◽  
Study Population ◽  
High Degree

    This study aimed to: Identify the leadership style prevailing among public school principals in Hail from the teachers ’point of view, and to reveal the statistical significance of the differences in the estimates of the study sample individuals of the leadership style prevailing among school principals, which may due to variables of (educational stage, number of years of experience, and specialization). The researcher used the descriptive method, and prepared a questionnaire consisting of (24) statements distributed to (3) dimensions, which are: Democratic style, authoritarian style and chaotic style. The current study population included all the teachers of public education schools in Hail, who numbered (9390) teachers. The questionnaire was applied to a random sample of (296) teachers. The study found a set of results, the most important of which are: The prevailing leadership style among school principals is the democratic style, followed by the authoritarian style, and then the chaotic style. Where the democratic style obtained a mean (4.18) and a high degree of approval from the study sample, while the domineering style obtained a mean (1.83) and a low degree of approval from the study sample, and the chaotic style obtained an average (1.73) and a low degree of approval. Very members of the study sample. The results also showed that there are statistically significant differences in the degree of the study sample’s estimates of the leadership style prevailing among school principals due to the variable of years of experience, while there are no statistically significant differences in the degree of the study sample’s estimates of the leadership style prevailing among school principals due to the variables of the educational stage or specialization. In light of these results, the researcher recommended organizing training courses for school principals to enlighten them about the modern trends in educational leadership, and urged school principals to follow the democratic style of administration.

Practicing What We Preach: Reclaiming the Promise of Multicultural Transition Programming

2018 ◽  
Vol 42 (3) ◽  
pp. 188-193
Author(s):  
Edwin Obilo Achola
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Ethnically Diverse ◽  
Career Transition ◽  
Clinical Applications ◽  
Youth With Disabilities ◽  
Research And Practice ◽  
Transition Outcomes ◽  
Transition Programming ◽  
Multicultural Research

Translating multicultural research and theory into practices that improve transition outcomes for all children especially, youth who come from predominantly culturally and ethnically diverse (CED) communities, remains a substantial challenge for career transition specialists (CTSs) today. The purpose of this article was to consider the state of transition programming for CED youth with disabilities, paying particular attention to the clinical applications of Banks’s dimensions of multicultural pedagogy in addressing inequities in transition programming. In light of this discussion, a set of five research- and practice-based tips for CTSs, special education teachers, and other members of individualized transition teams are shared.

The Degree of Islamic Education Teachers' Commitment for the Teaching Career Ethics from the School Principals' Viewpoint in Jerash Governorate: درجة التزام معلمي التربية الإسلامية بأخلاقيات مهنة التعليم من وجهة نظر مديري المدارس في محافظة جرش

2021 ◽  
Vol 5 (28) ◽  
pp. 38-24
Author(s):  
Ahmad Ahmoud Al-Harahsheh Ahmad Ahmoud Al-Harahsheh
Keyword(s):  
Analytical Method ◽  
School Principals ◽  
Islamic Education ◽  
Local Society ◽  
Teaching Career ◽  
Male And Female ◽  
Level Of Education ◽  
Education Experience ◽  
High Degree ◽  
The Relationship

The study aims to recognise "The Degree of Islamic Education Teachers' Commitment for the Teaching Career ethics from the School Principals' Viewpoint in Jerash Governorate. The researcher uses the analytical method. The sample is 80 male and female school principals who are chosen randomly. The questionnaire consists of 54 paragraphs divided into four fields. These fields are the relationship between Islamic Education Teachers and their career (paragraphs 1_14), their relationship with their students (paragraphs 15_30), their relationship with their colleagues (paragraphs 31_44), and the fourth field is the relationship between Islamic Education Teachers and the local society (paragraphs 45_54), The study finds that "The Degree of Islamic Education Teachers' Commitment for the Teaching Career Ethics from the School Principals' Viewpoint in Jerash Governorate" comes generally with high degree. The average of the fields come in the following ascending order: the relationship between Islamic Education Teachers and local society, their career, their students, their colleagues. Also, the results show there are no differences with statistical evidence in their degree of commitment for teaching career ethics according to gender, level of education, experience or the type of university. The study recommends to hold courses and workshops for teachers, school principals and supervisors to enlighten them with the importance of the commitment of teaching career ethics. In addition, it recommends to prepare an ethical charter for new teachers to follow it from the beginning of their work.

Practice-Based Educational Research

2021 ◽  
pp. 207-226
Author(s):  
Roberto M. Garcia
Keyword(s):  
Special Education ◽  
General Education ◽  
Intellectual Disabilities ◽  
Student Teacher ◽  
Narrative Analysis ◽  
Classroom Behavior ◽  
General Education Teachers ◽  
Education Experience ◽  
Personal Perceptions ◽  
Individuals With Intellectual Disabilities

Incoming PK12 general education teachers beginning their careers are not wanting to have individuals with intellectual disabilities in their classroom due to a lack of special education experience and knowledge. This practice-based qualitative narrative dissertation study explored student teacher individual perceptions and experiences on special education classroom behavior and inclusion for elementary public-school general education student teachers. The practice-based problem was the negative views pre-service K12 educators held for classroom inclusion and personal perceptions of individuals with intellectual disabilities. The study sample included 10 student teacher college students enrolled in one Texas early childhood program. Schlossberg's Transition Model was used as the practice-based conceptual framework and data were gathered from interviews and analyzed using Clandinin and Connelly's procedures for narrative analysis. The findings determined pre-service general education teachers are not always provided adequate inclusion training.

Parents as Partners in the Special Education Process

2016 ◽  
pp. 263-276
Author(s):  
Cynthia Sistek-Chandler
Keyword(s):  
Special Education ◽  
Individual Education Plan ◽  
Special Education Services ◽  
Education Services ◽  
Education Experience ◽  
Disabilities Education Act ◽  
Education Act ◽  
Special Education Process ◽  
The Individual ◽  
Individual Education

The purpose of this chapter is to provide Pre-K through college educators, parents, and administrators who are involved with special education, insight into the processes and procedures from the perspective of a parent. The parent's perspective and involvement with their special needs child is critical in shaping the lifelong, special education experience. The literature and research shows a strong correlation to student success when parents are actively involved in this process. Rooted in the federal and state guidelines from the 2004 Individuals with Disabilities Education Act (IDEA), all students are entitled to education services from birth through age 21. Recommendations for the Individual Education Plan process as well as strategies for navigating special education services are revealed in this narrative.

scholarly journals Stress and Coping Among Public School Principals in a Midwest Metropolitan Sample

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401982954 ◽  
Author(s):  
Jason A. Kaufman
Keyword(s):  
Decision Making ◽  
Public School ◽  
Elevated Level ◽  
School Principals ◽  
Coping Skills ◽  
Stress And Coping ◽  
Future Research ◽  
Public School Principals ◽  
Leading Schools ◽  
And Coping

The present study sought to investigate perceptions of stress and coping among public school principals. School principals are daily called upon to make decisions regarding a range of unscripted events. The position can be stressful, and stress is known to interfere with sound decision making. It was predicted that present samples of school principals would report a mean level of elevated stress. Contrary to expectations, school principals did not report an elevated level of stress. They instead reported an ostensibly effective reliance on problem-focused and emotion-focused coping skills. It remains unclear how the school principals developed such adaptive means for coping with the stress of leading schools. It is recommended that future research explore this question so that such skills may be transmitted to principals-in-training.

scholarly journals School Principals and Special Education: Creating the Context for Academic Success

2017 ◽  
Vol 37 (1) ◽  
Author(s):  
Michael DiPaola ◽  
Megan Tschannen-Moran ◽  
Chriss Walther-Thomas
Keyword(s):  
Special Education ◽  
Academic Success ◽  
School Principals
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