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Quality special education programs: ...

Clinton, Demi.

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Quality special education programs: The role of transformational leadership.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Quality special education programs: The role of transformational leadership./
Author:	Clinton, Demi.
Description:	133 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
Subject:	Education, Special. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3557800
ISBN:	9781303016202

Quality special education programs: The role of transformational leadership.
Clinton, Demi.

Quality special education programs: The role of transformational leadership. - 133 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ph.D.)--Capella University, 2013.

The purpose of this quantitative study was to determine whether or not a relationship existed between principals who demonstrate transformational leadership traits and six different quality practices in their special education program. Effective principals must know and understand special education laws, practices, and current issues, but evidence suggests principals do not have adequate training or education in special education law to ensure quality special education programs in middle and junior high schools. Evidence also suggests that principals, as leaders, have a direct and indirect impact on student success in schools and a direct impact on the success of students with disabilities and special education programs. There is little evidence regarding the relationship between transformational leadership and effective special education programs. Two survey instruments were used in this study consisting of: the Multifactor Leadership Questionnaire Form (MLQ-5X) and the Implementing IDEA: A Guide for Principals survey. The MLQ-5X measured the degree of transformational leadership demonstrated by principals. The Implementing IDEA: A Guide for Principals survey was used to determine the level of effectiveness of principal special education programs by evaluating six different quality practices in special education programs (organization, leadership, curriculum and instruction, staff development, school climate, and assessment). Pearson product-moment coefficient was used to determine if a relationship existed between the two variables, the strength of the relationship, and the direction of the relationship (positive, negative, or no relationship). Middle and junior high school principals and teachers from Utah and Ohio were given the surveys to measure principals' transformational leadership style and the effectiveness level of their special education programs. Findings from this study indicate that there was no correlation between principals who demonstrate transformational leadership traits and the six different quality practices in their special education programs. This study has determined that transformational leadership is not the defining piece to an effective special education program and that it would be beneficial to universities, licensure programs, school districts, and school special education programs to determine factors that do have a positive impact on creating effective special education programs.

ISBN: 9781303016202Subjects--Topical Terms:

606639
Education, Special.

Quality special education programs: The role of transformational leadership.
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100 1 $a Clinton, Demi. $3 2097753
245 1 0 $a Quality special education programs: The role of transformational leadership.
300 $a 133 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Adviser: William Brown.
502 $a Thesis (Ph.D.)--Capella University, 2013.
520 $a The purpose of this quantitative study was to determine whether or not a relationship existed between principals who demonstrate transformational leadership traits and six different quality practices in their special education program. Effective principals must know and understand special education laws, practices, and current issues, but evidence suggests principals do not have adequate training or education in special education law to ensure quality special education programs in middle and junior high schools. Evidence also suggests that principals, as leaders, have a direct and indirect impact on student success in schools and a direct impact on the success of students with disabilities and special education programs. There is little evidence regarding the relationship between transformational leadership and effective special education programs. Two survey instruments were used in this study consisting of: the Multifactor Leadership Questionnaire Form (MLQ-5X) and the Implementing IDEA: A Guide for Principals survey. The MLQ-5X measured the degree of transformational leadership demonstrated by principals. The Implementing IDEA: A Guide for Principals survey was used to determine the level of effectiveness of principal special education programs by evaluating six different quality practices in special education programs (organization, leadership, curriculum and instruction, staff development, school climate, and assessment). Pearson product-moment coefficient was used to determine if a relationship existed between the two variables, the strength of the relationship, and the direction of the relationship (positive, negative, or no relationship). Middle and junior high school principals and teachers from Utah and Ohio were given the surveys to measure principals' transformational leadership style and the effectiveness level of their special education programs. Findings from this study indicate that there was no correlation between principals who demonstrate transformational leadership traits and the six different quality practices in their special education programs. This study has determined that transformational leadership is not the defining piece to an effective special education program and that it would be beneficial to universities, licensure programs, school districts, and school special education programs to determine factors that do have a positive impact on creating effective special education programs.
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