An Examination of Principals' Perception, Knowledge, and Training Regarding Their Preparation to Be an Effective Instructional Leader for ELL and SPED Programs

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Autor/inn/en	Lawrie, JaKyta M.; Fonseca, Dora A.
Titel	An Examination of Principals' Perception, Knowledge, and Training Regarding Their Preparation to Be an Effective Instructional Leader for ELL and SPED Programs
Quelle	(2019), (111 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Saint Louis University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-8573-2
Schlagwörter	Hochschulschrift; Dissertation; Principals; Knowledge Level; Administrator Education; Administrator Qualifications; English Language Learners; Special Education; Administrator Role; Educational History; Inclusion; Regular and Special Education Relationship; School Culture; Educational Environment; Self Efficacy; Instructional Leadership; Administrator Attitudes; Faculty Development; Special Needs Students; English (Second Language); Second Language Instruction; Educational Legislation; Federal Legislation; Equal Education; Students with Disabilities; Educational Quality; Missouri + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Wissensbasis; Special needs education; Sonderpädagogik; Sonderschulwesen; History of education; Bildungsgeschichte; Inklusion; Schulkultur; Schulleben; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self-efficacy; Selbstwirksamkeit; Instruction; Leadership; Bildung; Erziehung; Führung; Sonderpädagogischer Förderbedarf; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Quality of education; Bildungsqualität
Abstract	This report focused on the problem of many principals not having knowledge and training to supervise English Language Learner (ELL) and Special Education (SPED) programs and be an effective instructional leader for specialized programs in their buildings. Principals are responsible for day to day operations for their building; however, the role of the principal has become more focused on student achievement and inclusionary practices for students with disabilities and English language learners (DiPaola & Walther-Thomas, 2003). As more principals focus on instruction, they are recognizing the challenges teachers face working with ELL and SPED students, and teachers are looking for guidance and support from their building leader. There is a high level of support teachers to address diverse learners, and principals lack of support is often due to their level of preparedness and knowledge about ELL and SPED programs and services (Torres, 2006; DiPaola & Tschannen-Moran, 2003; Padron & Waxman, 2016). The team surveyed principals to find out their perceptions and attitudes towards ELL and SPED programs, and to determine if negative or positive feelings influenced the level support principals provided ELL and SPED teachers. There was an assessment on how principals provide a supportive and inclusive environment for teachers who serve students with disabilities and English language learners. The team sought to find out principal's perceptions regarding their preparation and effectiveness of being an instructional leader for ELL and SPED teachers and students. At the conclusion of the survey, findings indicated perceptions and attitudes affect how principals create an inclusive and supportive environment, a lack of relevant training opportunities for principals to increase knowledge and skills regarding ELL and SPED programs, and minimum preparation provided by higher education institutions in principal programs. Furthermore, the team suggested recommendations with implications for school districts and higher education institutions. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01