732 research outputs found
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Perceptions of Secondary School Special Education Teachers of Their Preparation for Coteaching
No full textPurpose: The purpose of this qualitative multicase study was to describe and explain how secondary school special education teachers perceived that their special education teacher education programs prepared them to work as part of a coteaching team and how secondary special educators described the benefits and challenges of working as part of a coteaching team and sought secondary special education teachers’ recommendations for how teacher education programs could better prepare candidates to serve as members of a coteaching team.
Methodology: A qualitative multicase study was used. The researcher conducted semistructured, in-depth interviews with 12 secondary-level special education teachers who were coteaching at the time of the study.
Findings: Examination of qualitative led to 4 key findings. (a) Co-teaching benefits students, general education and special education teachers, and the school community; (b) implementation of coteaching requires substantial investment and significant work on the beliefs and skill sets of general education teachers; (c) schools and districts need to restructure and reprioritize their processes to achieve the true benefits of coteaching, including investing in building leadership capacity and allocating resources; and (d) university teacher education programs that do not have an extensive focus on coteaching in spite of their stated coteaching goals fail to develop coteachers.
Conclusions: (a) There are significant benefits to students, special education teachers, and general education teachers when coteaching is implemented with fidelity; (b) more needs to be done to educate general education teachers about the benefits of coteaching to both the students and the teachers involved; (c) schools and districts are not allocating the necessary resources to achieve the true benefits of coteaching; and (d) university teacher education programs are not providing preservice special education teachers with the necessary skills to be effective coteachers.
Recommendations: Further research is recommended about how coteaching benefits students and teachers by examining an exemplary school or districts. Further research is needed regarding how exemplary university programs prepare both special education and general education teachers to work as coteachers
The Organizational Socialization Experiences of First-Year Principals
No full textPurpose: The purpose of this mixed methods study was to identify and describe the organizational socialization processes implemented by school districts to support first-year principals. In addition, it was the purpose of this study to identify and describe the degree to which first-year principals perceive these processes are effective.
Methodology: This study identified and described district implementation of organizational socialization supporting first-year principals enrolled in the ACSA Clear Administrative Credentialing Program. The participants completed a survey and were interviewed, which provide the data analyzed.
Findings: The are several findings from this study. Only two thirds of participants experienced organizational socialization. New principals receive information around rules, laws, roles, and responsibilities the most from meetings and department leads. The special education department provided the most organizational socialization information. Information regarding the formal and informal norms was experienced the least. Most organizational socialization information came from district office leaders, school staff, and prior experience. And finally, for most organizational socialization processes are ineffective.
Conclusions: Several conclusions may be drawn from the literature and findings of this study. School districts seldom use purposeful organizational socialization processes with new principals. The lack of knowledge about district culture prevents principals from becoming insiders in districts. Lack of clarity and intentional use has resulted in ineffective organizational socialization practices. District departments overseeing the implementation of state and federal laws are more likely to implement organizational socialization. New principals hired from within the district have a positive experience with organizational socialization. Lastly, organizational socialization is most effective when lead by when district administrators.
Recommendations: Several recommendations for further research came from this study: a Delphi study to identify content to be included in organizational socialization processes in districts, an ethnographic study to deeply examine organizational socialization in one school district, a mixed methods study on the ways new principals received information, a correlational study comparing the experience of new principals hired from within and those hired from outside the district, a study examining the exit of new principals, and lastly, a study of how the experience of principals of color should differ
A Phenomenological Study on the Impact of Servant Leadership for Establishing a Culture of High Performance as Perceived by High School Principals
No full textPurpose: The purpose of this phenomenological study was to explore and describe the perceived impact of Patterson’s (2003) 7 servant leadership constructs on high school principals in establishing a culture of high performance.
Methodology: The qualitative phenomenological study described the lived experiences of high school principals who lead schools that have implemented Patterson\u27s (2003) 7 servant leadership constructs for establishing a culture of high performance in Los Angeles County, California. The researcher was a part of 8 peer researchers and 2 faculty advisors. The data collection included virtual face-to-face semi structured interviews using a protocol developed by the thematic team. Observations and artifacts for triangulation were utilized, and data were coded for emergent themes.
Findings: The data revealed 16 themes and 329 references across the 7 servant leadership constructs of agapao love, humility, altruism, vision, trust, empowerment, and service. Sixteen key findings and 7 major findings were discovered.
Conclusions: Five conclusions were drawn from the data and findings that described the perceived impact of the 7 servant leadership constructs for establishing a culture of high performance for high school principals. High school principals who establish a culture of high performance must (a) adopt and connect all the 7 constructs and understand how the constructs work in relationship to each other, (b) make the need for serving others key, (c) have a compassionate love for all, (d) have a vision of growth and change, and (e) develop trust through their actions.
Recommendations: Further research is needed on servant leadership and the associated constructs. Replications of this study should focus on gaining a deeper depth of knowledge regarding high school principals, including low-performing schools, specific genders, and broader geographic locations. All aspiring administrators must be trained in Patterson’s (2003) 7 servant leadership constructs. To conclude, a meta-analysis research study should be considered, using data from all 8 thematic team members\u27 studies to deepen the understanding of servant leadership across all fields of K-12 education
Mini 14: Essentials for Cultivating a Fair, Ethical, and Caring Organization
No full textSetting the tone and building a culture begins with you! In today\u27s volatile, uncertain, complex, and ambiguous (VUCA) world, a leader must be a consistent factor in cultivating the kind of culture where equity, ethics, and compassion take center stage. Explore how leaders impact their organizations through intentional value-based decision making, integrity, and a genuine concern for others
Miniversities *
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