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School Administrator Preparation In Special Education: A Cross-Case Analysis, Emily Ruiz

Dissertations

Special education has been part of public education for 46 years and has evolved considerably in that time. Despite improvements made in special education law, there remains a disconnect between law and current practices. Several studies suggest this disconnect is associated with administrators’ insufficient preparation for supporting special education in their schools.

This study utilized an explanatory sequential design to study Southern California school principals’ special education preparation. During the first phase of the study, the researcher emailed surveys to administrators who were selected using a stratified random sampling strategy. Unfortunately, the response rate was too low to employ the …

T-Pess And Special Education Teacher Attrition And Retention: A Qualitative Phenomenological Study Of Teacher Perceptions Of Administrator Effectiveness, Janna R. Crow

Doctoral Dissertations

The purpose of this qualitative phenomenology study was to explore special education teacher retention in a large school district in Texas and the perception of campus principal’s support as defined through the domains from the Texas Principal Evaluation and Support System (T-PESS). Participants in the study came from 550 special education teachers in Desert ISD, a school district in North Texas. I completed semi-structured interviews with a minimum of three special education teachers from elementary, middle school, and high school levels.