Special Education Leadership: Integrating Professional and Personal Codes of Ethics to Serve the Best Interests of the Child

Bon, Susan C.; Bigbee, Adam J.

doi:10.1177/105268461102100302

Cited by 14 publications

(26 citation statements)

References 33 publications

(54 reference statements)

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“…When leaders provide clear guidance during implementation and facilitate support among coworkers and from administration for effective implementation, trainees report an increased sense of competence and satisfaction (Green, Albanese, Shapiro, & Aarons, 2014). However, most research on leadership in special education has focused on leadership qualities more broadly (e.g., Bon & Bigbee, 2011;Gong, Zimmerli, & Hoffer, 2013), with less attention on how leadership influences implementation efforts. In addition to leader-level factors, organizational climate has been indicated as related to implementation outcomes (Dingfelder & Mandell, 2011;Williams & Glisson, 2014).…”

Section: Implementation Leadershipmentioning

confidence: 99%

Exploring Associations Between Inner-Context Factors and Implementation Outcomes

Suhrheinrich

Rieth

Dickson

et al. 2019

Exceptional Children

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Classroom pivotal response teaching (CPRT) is an evidence-based practice (EBP) adapted for classroom use. A recent effectiveness trial of CPRT involved training 98 special education classrooms in Southern California. The Exploration, Planning, Implementation, and Sustainment (EPIS) conceptual framework illustrates the impact of inner- and outer-context factors on implementation outcomes. This article evaluates how teacher factors (including attitudes toward EBP) and organizational factors (implementation climate and district support) influence training outcomes (fidelity of intervention, report of use, sustainment, and satisfaction). Teachers’ ratings of training quality were related to higher fidelity during their follow-up year, β = .34, t(78) = 2.97, p < .004, and rating of intervention ease of use was related to higher daily CPRT use. Teacher ratings on the appeal scale of the attitudes measure were associated with individual sustainment, β = .35, t(55) = 2.76, p < .01. Leader involvement at recruitment meetings, β = .35, t(48) = 2.58, p = .01, and provision of CPRT training space, β = .44, t(48) = 2.73, p < .01, were significantly related to school sustainment. Teachers’ overall attitudes toward the intervention were significantly related to satisfaction with CPRT training, β = .41, t(80) = 3.96, p < .01. This study makes important preliminary contributions to understanding the impact of inner-context implementation determinants of a classroom-based EBP for students with autism spectrum disorder.

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Section: Implementation Leadershipmentioning

confidence: 99%

Exploring Associations Between Inner-Context Factors and Implementation Outcomes

Suhrheinrich

Rieth

Dickson

et al. 2019

Exceptional Children

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“…In the end, school leaders are charged with meeting both the individual and collective best interests of students. As Bon and Bigbee (2011) pointed out, The goal of meeting the best interests of the child is a delicate balancing act, influenced by professional and personal codes of ethics but also possibly disrupted by demands for legal compliance, adherence to administrative directives, and concerns about employment security. (p. 348)…”

Section: Discussionmentioning

confidence: 99%

Responding to the Collective and Individual “Best Interests of Students”

Frick

Faircloth

Little

2012

Educational Administration Quarterly

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Purpose: Given the increasing role of the principal in the administrative and supervision of special education programs and services, this research examines how elementary principals interpret their experience of leadership decision making as a moral activity in relation to the Ethic of the Profession and Model for Students’ Best Interests. Method: A phenomenological-like research method was used to capture administrators’ perspectives involving moral practice and ethical decision making as it relates to students with disabilities. The primary data collection strategy was participant interviews by means of purposeful sampling. Findings: Findings challenge the Ethic of the Profession’s injunction, “the best interests of the student,” as a central guiding moral principle in decision making. Evidence exists that the expression does hold some insight as a maxim to guide behavior, especially when principals decide for one student against all or most students within special education contexts. Theoretical Implications: Participants indicated a distinction and clear difference between the best interests of one student and the best interests of students as a group. Participants viewed the work of deciding and acting in the best interests of the student body as being qualitatively different than working and acting in the best interests of individual students. Practical Value: Dynamic ethical thinking expressed by most school leaders in this study involved a thick and rich combination of rule referencing; maximizing benefit and promoting nonmoral good; assessing one’s character, motivation, and disposition and responding with empathy and personal investment; being reflective; and maintaining an open posture. Classification: This is a work of empirical research.

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“…Also in agreement was Adam (2014), who stated that the headmaster with little knowledge was unprepared and confident about the field. This will cause them to be overly concerned about special education and to burden teachers with a variety of assignments and services (Billingsley et al, 2014;Susan & Adam, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Headmaster Leadership Effect on Task Load of Special Education Integration Program Teacher

Nordin

Mustafa

Razzaq

2020

HSSR

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Purpose of the Study: The leadership of a headmaster at the school has a major influence on school management and teacher management. These influences also impact the task load of the Special Education Integration Program (SEIP) teacher. Various studies have been conducted in Malaysia and abroad on this issue. Based on previous studies and research on existing leadership theories, five leadership factors impact the SEIP teacher's task load, namely leadership style, attitude, knowledge, experience, and qualifications. The purpose of this study is to determine whether these factors affect the task load of the SEIP teacher.Methodology: A fully quantitative method was used in this study by distributing a set of online questionnaires to SEIP teachers across Malaysia using the Google for platform. Confirmatory Factor Analysis (CFA) through AMOS software is used for data analysis purposes. Main Findings:The findings show that all the factors mentioned in the leadership style, attitude, knowledge, experience, and competency of achievement are validated as influences on the SEIP teacher's task load. There have been several studies examining the leadership factor affecting the task load of the SEIP teacher, but the application of the CFA approach using AMOS is still underdeveloped. Therefore, the findings of this study can further confirm previous findings on this issue.Application: This research can be useful for the headmaster and the SEIP teachers to give their best in school management.Novelty: It is common to read about the issue for this research is the premier school, but this research was based on the special education field.

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Special Education Leadership: Integrating Professional and Personal Codes of Ethics to Serve the Best Interests of the Child

Cited by 14 publications

References 33 publications

Exploring Associations Between Inner-Context Factors and Implementation Outcomes

Exploring Associations Between Inner-Context Factors and Implementation Outcomes

Responding to the Collective and Individual “Best Interests of Students”

Headmaster Leadership Effect on Task Load of Special Education Integration Program Teacher

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