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ERIC Number: ED568285
Record Type: Non-Journal
Publication Date: 2014
Pages: 118
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-3761-6
A Study of Self-Perceived Transformational Leadership Behaviors of Special Education Directors
Williams, Kristen E.
ProQuest LLC, Ph.D. Dissertation, Capella University
The special education director is responsible for a myriad of responsibilities related to the education of students with disabilities. Little is known about the leadership behaviors associated with this position. Considerable research has been done to document the many benefits of transformational leadership behaviors on organizational climate and student achievement. Previously, these behaviors have been studied in relation to a wide variety of educational professionals, but not the special education director. Through this study, the author extended the application of James Burns' Transformational Leadership Behavior Theory as it applies to special education directors. This quantitative study sought to identify the transformational leadership behaviors most commonly self-perceived by special education directors and to determine if a relationship existed between the leaders' reported transformational leadership behaviors and either their years of experience in special education or their years as a director. The author utilized the Multifactor Leadership Questionnaire 5x Short to gather data from participants. Forty-five special education directors from large Texas school districts were invited to participate. Findings indicated that directors surveyed most commonly reported transformational leadership behaviors related to Individual Consideration. No significant relationship was found between the transformational leadership behaviors reported and special education experience. Only years of director experience and Intellectual Stimulation were found to be related. While few relationships were found statistically significant, it was noted that all participants reported the regular incorporation of transformational leadership behaviors in their professional practice. These findings may be beneficial to districts looking to fill the position, individuals preparing for the position, and those developing professional development for the purpose of improving director practice. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Multifactor Leadership Questionnaire