special education leadership, special education administrator competencies, principals, students with disabilities
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.
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Doctor of Philosophy (Ph.D.)
College of Education
Child, Family, and Community Sciences
Length of Campus-only Access
Doctoral Dissertation (Open Access)
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.