What Do Superintendents Perceive as Important When Hiring Special Education Administrators?

Autor/in	Meek Chaffin, Jamie
Titel	What Do Superintendents Perceive as Important When Hiring Special Education Administrators?
Quelle	(2013), (179 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Idaho
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-9166-8
Schlagwörter	Hochschulschrift; Dissertation; Superintendents; Administrator Attitudes; Special Education; Administrators; Personnel Selection; Criteria; Competence; Skills; Qualitative Research; Case Studies; Online Surveys; Interviews; Leadership Styles; Interpersonal Competence; Washington + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulrat; Special needs education; Sonderpädagogik; Sonderschulwesen; Personalauswahl; Personalentscheidung; Kompetenz; Skill; Fertigkeit; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Führungsstil; Interpersonale Kompetenz
Abstract	The purpose of this study was to provide insight into hiring practices of superintendents, from their perspective, when hiring special education administrators. The study sought to identify the competencies, skills, and experiences viewed by superintendents to be necessary for candidates to be successful in special education administration positions. The study was specific to the state of Washington, a state that is currently without a specific certification for special education administrators. A qualitative multiple-case study research design was utilized. Districts that had hired special education administrators in the past two years were identified and contacted to participate in the study. Following the completion of the web-based survey instrument to collect basic demographic data, the hiring administrator was personally interviewed. Interviews transcripts and district interview questions and screening rubrics were collected and analyzed globally, within and across cases to identify themes and trends through the use of the qualitative software NVivo 10. Though there were consistent themes around which areas of competence are necessary to be successful, not all screening processes attend to those competencies, nor do interview protocols. The competencies needed to address the known challenges of the special education administrator position are not as valued as the people-based leadership and interpersonal skills that are desired by hiring administrators. Further research is needed to determine which states, nation-wide, require a credential to become a special education administrator and what formal education and experiences are required. There is a need for graduate level programming that supports development of both the leadership and special education knowledge for administrators to successfully lead special education departments. Inclusion of special education specific coursework and practicum or internship experiences within a special education setting are needed for all administrators. Those graduate students who intend on pursuing superintendent positions should receive formal training in mentoring special education directors. [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.] (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01