Leadership Behaviors and Challenges of Elementary Principals with and without Special Education Backgrounds in Supporting Special Education Programs

Abstract

In today’s educational system, there is a great emphasis on principals’ leadership and impact on all students, particularly students with disabilities. Due to increased accountability, legal mandates, and the effects of the pandemic on student performance, strong elementary principals must lead the charge to improve the educational trajectory of students with disabilities.This study examined the leadership behaviors, challenges, and supports needed by elementary principals with and without special education backgrounds. Utilizing a qualitative research methodology, Kouzes and Posner’s work served as the theoretical framework to define the leadership behaviors practiced by principals with and without a special education background. The work of Kouzes and Posner is highly respected in nursing, business, and education. Google surveys, one-on-one interviews, and artifact collection took place with participating elementary principals in Riverside County, California. Thirty-one participants completed the online Google survey, and four elementary principals took part in the interviews; two had a background and experience in special education, and two did not. The study’s results showed the principal’s background did not directly affect their leadership behaviors in special education programs. However, principals without a background were more hesitant in some decision-making and showed reservations about some compliance decisions. The elementary principals stated that professional learning communities, and professional development in leadership and special education would support them in their everyday work. These findings provide information and a roadmap for elementary principals and central office staff to implement initiatives to support students with disabilities.