Building Administrator Perceptions of Preparedness and Self-Efficacy in Educational Leadership Specific to Special Education

Overview & Synopsis

This educational research investigation explores the perceptions of current building administrators relative to their initial preparation and certification programs. Using a mixed methods type survey tool, administrators identified the formalized capacities in which they attained knowledge and skill in: 1) Legal issues regarding Special Education students and services, 2) Characteristics of Special Education students 3) Acceptable modifications and/or accommodations for special education students, 4) Special education compliance procedures, 5) Classroom management strategies for special education setting, 6) Research based instructional strategies for special education setting, and 7) Knowledge of funding and allocations for special education programs. Participants of the investigation provided feedback regarding the essential skills necessary to provide an inclusive and equitable learning experience for all students, including those students with disabilities. Of the data collected, 61% of administrators reported they were unprepared, exiting their certification program, to effectively manage and facilitate a special education program. Additionally, most administrators received training, other than Legal issues related to Special Education, provided either by in-district professional, out-of-district professional development, or had no prior experience. Administrators were asked to identify their perception of self-efficacy in the areas previously stated. Recommendations resulting from this research are targeted at various audiences. The first recommendation is for the state department of education. The second recommendation is targeted to education preparation programs. The third recommendation is for school districts to support pre-service leaders' development of the skills to effectively and efficiently provide an equitable education to all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]