Distributed leadership can enhance the professional learning communities of schools. The present study explored the leadership experience of Jordanian special education teachers, and their perceptions of common constraints to leadership. A mixed method design was used, including a survey (n = 136) and an interview (n = 23). Results indicated that special education teachers had little experience of leadership roles. They regarded the provision of cognitive and emotional support to colleagues as their most important leadership role, and participating in interview committees and selecting new teachers as the least important. There were no significant mean differences between male and female special education teachers in their level of enacted leadership. Level of education and years of experience were found to have a significant effect on the level of teachers' leadership.
BackgroundThis study examines Jordanian special education department students’ competences and preparation relating to combating substance misuse (SM).MethodThematic analysis was performed on data from interviews with 150 students.ResultsSome participants denied the possibility of addiction among students with disabilities, and presented negative attitudes toward their role in combating SM. In general, the participants displayed low levels of professionalism relating to combating SM, and the results revealed that they felt that their preparation programme had been inadequate and they desired more courses that related to combating SM.ConclusionsThese results suggest that Jordanian Universities should emphasise the role of teachers in a preventive approach to SM.
Impulsive behavior is a characteristic of children with specific learning disabilities (SLD), and is related to learning ability. The present study aims to identify impulsivity behavior in children with SLD who attend inclusion schools, from their resource room teachers' perspectives. A 31-item questionnaire that addressed four subscales was designed, and the study sample consisted of 103 resource room teachers of children with SLD from various inclusion schools in Al-Zarqa city in Jordan. The results revealed that the main problem was related to lack of premeditation, followed by lack of perseverance and urgency. The results also indicated that there were statistically significant differences only for the Lack of Perseverance subscale, with regard to level of disability, whereas there were no differences attributed to teacher gender, child gender, and age. Based on these findings, implications and recommendations are discussed.
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