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ERIC Number: ED557032
Record Type: Non-Journal
Publication Date: 2014
Pages: 184
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3039-1847-6
ISSN: N/A
Strategies and Perceptions of Administrative Duties of Veteran Special Education Teachers
Berg, Michael
ProQuest LLC, Ed.D. Dissertation, University of West Georgia
In this qualitative descriptive case study, strategies used to manage special education administrative duties and current perspectives of administrative responsibilities of three veteran special education teachers were investigated. The three participants were also identified as teacher leaders within the department of special education for their school district. In addition, the extent special education administrative duties impacts teachers' instructional time and personal time was investigated. Data were collected through interviews, artifact collection, participant observations, and time sample logs. Phenomenological analysis procedures, along with a constructivist grounded theory were utilized to analyze the data. Results showed eight strategies used to mitigate the effects of special education administrative duties on instructional and personal time. The strategies were effective use of personal time, effective use of planning time, collaboration with colleagues, flexibility in scheduling, organization, experience, self-advocacy with administrators, and prioritizing time. The participants perceived their personal time is impacted significantly; their personal time is a justified sacrifice; they try not to let it affect their family; redundancy in duties increases the impact; and using personal time is justified for meaningful duties that include advocating for students with special needs. The participants perceived that their instructional time was impacted by unplanned interruptions; their instructional time is considered sacred and it's difficult to make up if lost; their planning time with their co-teachers is impacted; and they spend significant amounts of time advocating for their students during their instructional time. Data from the participant observations showed three specific strategies to minimize the impact of special education administrative duties: command of the caseload, self-generation of management forms, and the creation of paperwork to manage paperwork. Time logs showed the three participants of this study spent more of their instructional time on their special education administrative duties than their personal time. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A