Type of Document Dissertation Author Schnittger, Edward J. URN etd-09202005-091009 Title Perceptions of special education adminstrator effectiveness Degree Doctor of Education Department Administration and Supervision of Special Education Advisory Committee
Advisor Name Title Jones, Philip R. Committee Chair Billingsley, Bonnie S. Committee Member Impara, James C. Committee Member Salmon, Richard G. Committee Member Tuning, Austin T. Committee Member Keywords
- Special education teachers Rating of.
- School administrators Rating of.
- Special education.
Date of Defense 1991-11-27 Availability unrestricted Abstract
The study addressed three basic problems. First, the effectiveness of incumbent special education administrators in Virginia had not been assessed. Second, the qualifications of incumbent special education administrators in Virginia had not been determined. Third, requirements for special education administrators in Virginia had not been developed, despite the recommendation of Berquist, et al., (1987) following their evaluation study of special education programming across the state.
The study was designed to assess effectiveness by gathering perceptions of the quality of the knowledge and skills demonstrated by special education administrators. The study was designed to gather information on special education administrator's status in regard to two standard qualifications for positions in educational agencies, i.e., endorsement(s) held and amount of position-specific coursework taken. The study was designed to generate recommendations regarding requirements for special education administrators based upon the results of an analysis of effectiveness (demonstrated knowledge or demonstrated skill) by qualifications (endorsement and coursework [in administration and supervision of special education]).
Nearly one-half of the responding special education administrators held neither a Supervisor of Special Education endorsement nor a Principal's endorsement. More than one-half of the responding special education administrators had had four or fewer of the courses/learning experiences that form the professional core of an advanced training program in administration and supervision of special education.
While special education administrators' perceptions of their own effectiveness did not differ according to their qualifications, principals' perceptions of their special education administrator colleagues' effectiveness differed significantly according to their colleagues' qualifications. Principals rated special education administrators who had taken less coursework in administration and supervision of special education more effective in each of the six "skill" areas, and in the "knowledge" area of Leadership Foundations for General Education. In Leadership Foundations for General Education, and in Instructional Leadership, principals rated two (endorsement) groups of special education administrators more effective than other special education administrators: those who held a Supervisor of Special Education endorsement, but not a Principal's endorsement (Group 2), and those who held a Supervisor of Special Education endorsement, or held neither endorsement (Groups 2 and 4 combined).
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