Summary:
The purpose of this study was to explore, understand, and analyze principals’ perceptions of their role as the instructional leader with special education teachers. Both surveys and follow-up telephone interviews were utilized for data collection. Findings indicate that principals holding a state special education teaching certificate reported higher knowledge and involvement with special education teachers than any other identified group, indicating that they were better prepared to support their special education programs and teachers. Concerns were noted with other subgroups who reported areas of higher involvement than knowledge, indicating that these principals were engaging in some activities with special education teachers without having appropriate understanding. Finally, recommendations were offered for institutions of higher learning, school districts, superintendents, and principals on how to increase the likelihood of elementary principals providing effective instructional leadership with special education teachers. ACCESS FULL MANUSCRIPT AT: http://cnx.org/content/m37402/latest/
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