A Phenomenological Study of the Roles of Principals in Special Education

The Roles of Principals in Special Education by Sarah Marie Parker MA, Indiana Wesleyan University, 2007 MA, Walden University, 2005 BS, Hillsdale College, 2001 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy K-12 Education Leadership Walden University July 2016 Abstract An understanding of the increasing population of special education students and their needs, of laws and regulations affecting special needs students, and how to work with parents advocating for their children effectively, are all important aspects of a principal’s job. Research has shown that training programs for principals do not adequately prepare them for the demands of being a leader in the area of special education and that principals do not have a clear understanding of what their job looks like on a daily basis in regards to special education practices. However, to date there has been little research conducted on the lived experiences of principals overseeing special education to explain how preparation affects their school leadership responsibilities. To understand the complexities of the daily demands placed on a principal overseeing special education, I conducted this phenomenological qualitative study. The conceptual framework, based upon Bandura’s social learning theory, views the principal as the role model for teachers and the leader in building relationships with families and supporting student success. Ten principals from K-12 schools were interviewed in person and on the phone. A priori and open coding were used to support interpretive analysis. Principals reported three main areas of concern related to their expanded role: knowing how to work with staff, students and parents, responding to citations their district received due to not following laws, and learning how to handle challenging situations better. These results suggest that having more preparation and continuing training in these specific areas of special education leadership might contribute to principals’ effectiveness and better serve the needs of the growing population of special education students.An understanding of the increasing population of special education students and their needs, of laws and regulations affecting special needs students, and how to work with parents advocating for their children effectively, are all important aspects of a principal’s job. Research has shown that training programs for principals do not adequately prepare them for the demands of being a leader in the area of special education and that principals do not have a clear understanding of what their job looks like on a daily basis in regards to special education practices. However, to date there has been little research conducted on the lived experiences of principals overseeing special education to explain how preparation affects their school leadership responsibilities. To understand the complexities of the daily demands placed on a principal overseeing special education, I conducted this phenomenological qualitative study. The conceptual framework, based upon Bandura’s social learning theory, views the principal as the role model for teachers and the leader in building relationships with families and supporting student success. Ten principals from K-12 schools were interviewed in person and on the phone. A priori and open coding were used to support interpretive analysis. Principals reported three main areas of concern related to their expanded role: knowing how to work with staff, students and parents, responding to citations their district received due to not following laws, and learning how to handle challenging situations better. These results suggest that having more preparation and continuing training in these specific areas of special education leadership might contribute to principals’ effectiveness and better serve the needs of the growing population of special education students. The Roles of Principals in Special Education by Sarah Marie Parker MA, Indiana Wesleyan University, 2007 MA, Walden University, 2005 BS, Hillsdale College, 2001 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy K-12 Education Leadership Walden University July 2016 Acknowledgments I would like to thank everyone who supported me and believed in me throughout my PhD journey. First, my husband, Jim, and children, Jaeden and Alexander, you have sacrificed a lot to ensure that I could study and get to graduation day. My parents, Dan and Judy Parker, and LaRae Munk have supported and encouraged me throughout the process and provided guidance over the past 36 years. To my in-laws, Jim and April, you helped with the children, volunteered for whatever was needed, and provided guidance. Shella Worden, there are no words to express my gratitude to you for everything you have done and currently do. My family, near and far, believed in me and supported my dream. My grandparents instilled in their grandchildren the drive to never give up and work hard, and I will always be grateful for their wisdom. The Scooter Gang Day Care kids, parents, and staff supported me over the years through their encouragement and never-ending faith in me. The Island City Office Building renters and Laura DeLong provided me a place to study, get away, and write. Their support through the years will never be forgotten. I would like to also thank Walden University, especially Dr. Andrew Thomas, Dr. Jennifer Smolka, and Dr. Christina Dawson, for editing, revising, and commenting on my writing and challenging me as a scholar. Finally, to the Lord, thank you for being the ultimate author and knowing what the future has in store even when I do not understand your ways.