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)
STARS Citation
Pratt Marrett, Carolin, "A View From The Field: Urban Special Education Directors' Perceptions Of Essential Competencies For Newly Appointed Special" (2008). Electronic Theses and Dissertations. 3542.
https://stars.library.ucf.edu/etd/3542