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ERIC Number: ED523371
Record Type: Non-Journal
Publication Date: 2010
Pages: 164
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1243-5705-8
ISSN: N/A
Principal's Desirability for Professional Development in Competencies Related to Leading Special Education Programs
Pontius, Nicholas Frantz
ProQuest LLC, Ed.D. Dissertation, University of Virginia
The purpose of this study was to determine the perceptions of public school principals within the Commonwealth of Virginia as to their desirability for professional development in leading special education programs within their schools. Given a list of 18 competencies related to leading special education principals rated their desirability for professional development and their perceived importance of each competency. In addition, the study sought to determine the relationship between desirability and the experience level of the principal, school level (elementary, middle, high, and combined), and prior teaching experience in special education. One hundred four principals from elementary, middle, and high schools responded to a survey that sought to determine their level of desirability in participating in professional development which focused on competencies related to leading speciation education. Survey results revealed that principals in Virginia expressed interest in receiving training in competences having to do with understanding effective research based programs for students with special needs, understanding Behavior Modification, Functional Behavioral Assessments and Behavior Intervention Plans and Understanding Due Process. Low interest was expressed for Understanding the Historical Legal Context of Special Education. Principals indicated competencies important for leading special education as Understanding Due Process, Understanding Federal and State Laws, Understanding Participation of Students with Disabilities in State Assessments. Significant differences in the desirability for professional development was found for years of principal experience, school level and prior special education. Recommendations are provided for practitioners seeking to identify professional development for school principals. Suggestions for further research are also stated. For example, school principals should receive training in legal issues surrounding special education such as understanding Due Process. Research is still needed to assess the level of skills principals currently possess in relation to leading special education. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia