Keywords

special education leadership, special education administrator competencies, principals, students with disabilities

Abstract

The purpose of this exploratory study was to determine what competencies urban directors of special education perceived to be essential for newly appointed urban special education administrators. Two research questions and two null hypotheses were generated to investigate the underlying factors in competencies perceived by urban special education directors to be essential for newly appointed special education administrators and to investigate the relationship between years of experience as a director of special education and these underlying factors. A factor analysis revealed that there were three underlying factors reported to be essential for newly appointed special education administrators. A multiple regression analysis indicated that the relationship between the years of experience as a director of special education and the underlying factors (Management, Instruction and Change; Supervision of Faculty; and Team Building Skills) was not statistically significant. A post hoc test was conducted to further detect differences in years of experience as an urban director of special education and the underlying factors. The results were sufficient to reject the null hypotheses in both cases.

Notes

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Graduation Date

2008

Advisor

Martin, Suzanne

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Child, Family and Community Sciences

Degree Program

Education

Format

application/pdf

Identifier

CFE0002120

URL

http://purl.fcla.edu/fcla/etd/CFE0002120

Language

English

Release Date

June 2008

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Included in

Education Commons

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