Principals' Depth of Perception of Knowledge on Special Education Programs: How Much Do They Really Know?. Issue 1 (January 2021)

• Record Type: Journal Article
• Authors: Pregot, Michael V.
• Is Part Of: International journal of educational reform. Volume 30:Issue 1(2021)
• Page Start: 3
• Page End: 20
• Publication Date: 2021-01
• Subjects: school leadership -- special education -- principal preparation; Educational change -- Periodicals; Educational change -- United States -- Periodicals; Education and state -- Periodicals; Education and state -- United States -- Periodicals; Education, Secondary -- Periodicals; Periodicals; 379
• DOI: 10.1177/1056787920967114
• Languages: English
• ISSNs: 2631-9675

Abstract

In this study, research centered on the degree to which principals felt knowledgeable about basic generic leadership as well as special education functions. Current principals were selected from the 2018 state DOE databases from five states—Georgia, New York, Michigan, Vermont, and Oregon representing a wide demographic base. Ten (10) functions were generic leadership functions such as budget preparation or evaluating teachers while ten (10) others were related to special education such as authorship of Individual Education Plan (IEP's) or Response to Intervention (RTI) strategies. Data suggest that a moderate difference exists with higher ratings attributed to generic leadership functions.