School Principals and Special Education: Creating the Context for Academic Success

DiPaola, Michael F.; Tschannen‐Moran, Megan; Walther-Thomas, Chriss

doi:10.17161/fec.v37i1.6808

Cited by 25 publications

(38 citation statements)

References 19 publications

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“…Other factors affecting the principals' success are organizational factors, including: organizational goals and plans, organizational structure and organization resources. Some other factors that affect the principals' success are environmental and non-organizational such as economic, socio-cultural, and political-legal factors (DiPaola et al, 2004). Principals are responsible for providing and guaranteeing efficient utilization of the resources and facilities of their organizations and the continuous improvement of the status of these organizations is the result of their success (Robelen, 2009).…”

Section: Introductionmentioning

confidence: 99%

Investigating the effect of empowerment aspects on the competence level and success of primary school principals

Bahadoran¹,

Nazari²

2018

10.5267/j.msl

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The purpose of this study is to investigate the effect of empowerment aspects on the competence level and success of the primary school principals in Pakdasht city in Iran. This research is a descriptive-survey method and in terms purpose is practical. The statistical population of this study consisted of principals of the primary schools in Pakdasht city. The total number of primary school principals in this city is 135 people (75 male schools and 60 female schools). As data gathering tool, a researcher-made questionnaire was used. In order to analyze the validity of the questionnaire in this study, the Content Validation Method was used in which the questionnaires were first examined by the experts and the necessary corrections were made. The reliability of the questionnaire was evaluated using Cronbach's alpha coefficient. Research hypotheses were tested using structural equation modeling and AMOS software. The results show that competence and effectiveness aspects affect competence and success of principals of the Pakdasht elementary schools. Autonomy affects the competence level of elementary school principals in Pakdasht city but does not affect principals' success. Meaningfulness aspect did not affect principals' competency however it is effective on principals' success in Pakdasht elementary schools. Trust aspect was not effective on the Pakdasht elementary schools principals' competence and success.

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Section: Introductionmentioning

confidence: 99%

Investigating the effect of empowerment aspects on the competence level and success of primary school principals

Bahadoran¹,

Nazari²

2018

10.5267/j.msl

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“…As pressure to meet Adequate Yearly Progress (AYP) mounts, principals face greater challenges, which make their instructional leadership all the more crucial (Acker-Hocevar & Cruz-Janzen, 2008;Lasky & Karge, 2006). Several authors suggested reforming principal preparation programs to meet the demands of the contemporary principal related to instructional leadership for students with disabilities (Cooner et al, 2005;DiPaola et al, 2004;Zaretsky, Moreau, & Faircloth, 2008). However, these recommendations have not influenced principal preparation, as only eight U.S. states currently require Special Education coursework for principal certification.…”

Section: Department Of Educationmentioning

confidence: 99%

“…Educational theorists suggested that in order to increase the performance of students with disabilities, especially those students who are included in the general education classroom and participate in standardized assessments, principals must understand and practice effective instructional leadership for these students (Boscardin, 2005;DiPaola et al, 2004;Murtadha-Watts & Stoughton, 2004).…”

Section: Tablementioning

confidence: 99%

“…Much attention has been placed on the principals responsibility for creating a school's learning environment (DiPaola et al, 2004). The learning environment is not merely physical in nature, but also includes the school's emotional atmosphere, culture, and learning expectations for all students (Billingsley, 2005;Furney, Aiken, Hasazi, & Clark/Keefe, 2005;Guzman, 1997).…”

Section: Tablementioning

confidence: 99%

“…Today principals must manage not only discipline and teachers but also government and public relations, finance, instruction, academic performance, and cultural and strategic planning (Cruzeiro & Morgan, 2006;Hess & Kelly, 2007;Leithwood, Louis, Anderson, & Wahlstrom, 2004;Portin, 2004). Although principals have a wide range of responsibilities, researchers indicated that the most critical of these roles is that of instructional leader (Bays & Crockett, 2007;Boscardin, 2005;DiPaola, Tschannen-Moran, & Walther-Thomas, 2004;Leithwood et al, 2004).…”

Section: Chapter One: Introductionmentioning

confidence: 99%

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Instructional Leadership for Middle School Students with Disabilities in the General Education Classroom: The Role of the Principal

Lynch¹

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Instructional leadership is the most important responsibility of today's principal, and no other group of students is in need of an effective instructional leader more than students with disabilities. Effective instructional leaders, especially for students with disabilities, create a supportive learning environment and school culture that promotes the education of all students. Furthermore, effective instructional leaders are knowledgeable of effective instructional strategies and promote the use of such strategies by communicating with and supervising educators. The purpose of this multiple case study was to provide a detailed description of instructional leadership for students with disabilities in an average school system in West Virginia. West Virginia was selected because none of the five principal preparation programs certified by the West Virginia Department of Education requires Special Education coursework. Middle schools were selected because they have some of the highest pupil to administrator ratios and the percentage of students with disabilities in grades six through eight who achieved proficient scores on the West Virginia achievement test (WESTEST2) are amongst the lowest of all grades in West Virginia. Results from interviews with three principals and two assistant principals representing three middle schools in the selected school system indicated that principals have a limited understanding of effective instructional leadership practices and a limited understanding of effective instructional strategies for students with disabilities. Implications for principal preparation programs, professional development, and future research are discussed. v Table of Contents Abstract Dedication Acknowledgements Table of Contents ii iii iv v List of Tables List of Figures

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Strengthening capacity for implementation of evidence-based practices for autism in schools: The roles of implementation climate, school leadership, and fidelity.

Melgarejo¹,

Lind

Stadnick

et al. 2020

American Psychologist

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Understanding the factors that influence the use of evidence-based practices (EBPs) for autism spectrum disorder (ASD) in schools is critical to the selection of effective implementation strategies to support their sustained use. The current study has 2 aims: (a) evaluate the association between school leadership profiles (undifferentiated and optimal) and fidelity of EBP implementation and (b) examine the role of implementation climate as a mediator in this association. Participants included 56 principals, 90 special education teachers, and 133 classroom staff from 66 elementary schools. Participants completed the Multifactor Leadership Questionnaire and Implementation Climate Scale. Teachers and staff reported on intensity (frequency) of EBP delivery, and the research team rated the accuracy (adherence) to the components of the EBP. Schools were required to implement at least 1 of 3 EBPs for ASD (discrete trial training, pivotal response training, or visual supports). Using structural equation modeling, we found that schools with optimal leadership had higher observed ratings of teacher and staff fidelity for pivotal response training accuracy (p Ͻ .05), but not for discrete trial training or visual supports. However, this association became nonsignificant with the introduction of implementation climate into the models. Optimal leadership profiles were linked to more positive teacher/staff-reported implementation climate, compared with undifferentiated profiles (p Ͻ .01), but found no association between implementation climate and fidelity. Overall, the results of this study indicate that the role of principal leadership in EBP implementation is complex, which has implications for fostering a conducive organizational implementation context in schools. Public Significance StatementThis study contributes to the field of implementation science by identifying pathways by which leadership and implementation climate may affect the fidelity of evidence-based practice implementation in schools. Findings of this study offer the potential to inform targeted implementation strategies to bolster successful evidence-based practice implementation and sustainment in public school settings.

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School Principals and Special Education: Creating the Context for Academic Success

Cited by 25 publications

References 19 publications

Investigating the effect of empowerment aspects on the competence level and success of primary school principals

Investigating the effect of empowerment aspects on the competence level and success of primary school principals

Instructional Leadership for Middle School Students with Disabilities in the General Education Classroom: The Role of the Principal

Strengthening capacity for implementation of evidence-based practices for autism in schools: The roles of implementation climate, school leadership, and fidelity.

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