In this study, research centered on the degree to which principals felt knowledgeable about basic generic leadership as well as special education functions. Current principals were selected from the 2018 state DOE databases from five states—Georgia, New York, Michigan, Vermont, and Oregon representing a wide demographic base. Ten (10) functions were generic leadership functions such as budget preparation or evaluating teachers while ten (10) others were related to special education such as authorship of Individual Education Plan (IEP’s) or Response to Intervention (RTI) strategies. Data suggest that a moderate difference exists with higher ratings attributed to generic leadership functions.
This research study analyzes preferred leadership dispositions for teachers, parents, and school leaders. Respondents selected their most preferred dispositions from a list of 20 (Interstate School Leaders Licensure Consortium) leadership standards. Similarities and differences were discerned among the constituent groups. School leaders, teachers, and parents were strongly correlated in their aggregate ranked preferences yet data evidenced unique differences expressed by each group. As a result of the findings, there are inferences suggested for school leaders to consider in their leadership role.
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