Special Education Teacher Leadership Practice

Ngang, Tang Keow; See, Ching Mey

doi:10.18848/1447-9508/cgp/v07i03/42654

The International Journal of the Humanities: Annual Review

2009

DOI: 10.18848/1447-9508/cgp/v07i03/42654

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Special Education Teacher Leadership Practice

Tang Keow Ngang¹,

Ching Mey See²

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Teacher Leadership in Special Education

Tran

2021

Advances in Educational Marketing, Administration, and Leadership

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This chapter addresses the impact of the traditional hierarchical system of organizational leadership on K-12 schools, particularly in special education. This model of leadership distinguishes leaders, such as school principals, from non-leaders, such as teachers and school staff. For special education teachers, this passé model of leadership becomes a barrier for professional growth by limiting the opportunities for teacher leadership in special education. In order for special education teachers to pursue leadership positions in the K-12 education system, teachers likely have to give up their teaching identities in exchange for new roles and responsibilities. With a limitation of research in the area of teacher leadership in special education, there is a need for discussion on how special education teachers can use their expertise to influence school administrators and staff towards equitable and inclusive organizational change.

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Teacher Leadership in Special Education

Tran

2021

Advances in Educational Marketing, Administration, and Leadership

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show abstract

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Special Education Teacher Leadership Practice

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Teacher Leadership in Special Education

Teacher Leadership in Special Education

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