A Survey of Responsibilities, Workload, and Satisfaction of Administrators of Special Education

Autor/inn/en	Hussey, William J.; Thomas, Sherry H.; Anderson, Kelly; Algozzine, Bob
Titel	A Survey of Responsibilities, Workload, and Satisfaction of Administrators of Special Education
Quelle	In: Journal of Special Education Leadership, 32 (2019) 2, S.117-128 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Administrator Responsibility; Administrator Attitudes; Educational Administration; Special Education; Students with Disabilities; State Officials; Job Satisfaction; Leadership Effectiveness; Work Environment; Time Management; Data Use; Decision Making; Public Education; North Carolina + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Member of the government; Regierungsmitglied; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Führungseffizienz; Arbeitsmilieu; Zeitmanagement; Decision-making; Entscheidungsfindung; Öffentliche Erziehung
Abstract	As part of ongoing evaluation activities and continuous improvement, the Exceptional Children (EC) Division of the North Carolina Department of Public Instruction regularly reviews its efforts. This study was interested in documenting responsibilities, working conditions, and satisfaction of special education administrators as a basis for future planning and support. In addition to demographic information collected on participants, the survey addressed the following questions: (1) what are the responsibilities administrators of special education spend their time in a typical week; (2) what are the working conditions that administrators of special education rate as key influential aspects of their positions; and (3) what level of satisfaction do administrators of special education experience in providing leadership? The findings from this study suggest that administrators of special education generally focus most of their time on using data to make decisions and facilitating collaboration. Additionally, the working conditions of these professionals help them to be perceived by district and school personnel as experts, and they gain satisfaction from using their leadership knowledge and skills to provide effective programming for students, support for teachers and other professionals, and engagement of parents and community partners. Knowing that effective leadership in special education is critical to successful facilitation of supports and services received by students with disabilities makes studies similar to this research essential to future recruitment and retention of special education leadership personnel. (ERIC).
Anmerkungen	Council of Administrators of Special Education. 1675 East Seminole Street Suite L1, Springfield, MO 65804. Tel: 417-427-7720; Fax: 417-427-6520; e-mail: office@casecec.org; Web site: https://www.casecec.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01