Indicators of Management and Organization Skills for Teachers of Moderately and Severely Handicapped Students

The purpose of this study was to identify indicators of management and organization skills that are perceived to be important for inclusion in personnel preparation programs for teachers of moderately and severely handicapped students. Using fifty-four indicators selected from the literature, four research questions were addressed, yielding the following results. (1) Do differences exist between immediate supervisors' perceptions of the quality with which indicators of management and organization skills are exhibited by teachers they consider to be the (a) most skilled and (b) least skilled at management and organization of classrooms for moderately and severely handicapped students? Results indicated that in general, differences do exist between their perceptions. (2) Do differences exist in the indicators that immediate supervisors, peer professionals and subordinates perceive to be performed very well by the most skilled teachers? Results indicated that only minor differences exist between their perceptions. (3) In addition to the indicators included in the literature, what indicators do respondents mention that the most skilled teachers perform very well? Twenty-nine additional indicators were mentioned that the most skilled teachers performed very well. (4) Do differences exist in the indicators that the three groups of respondents perceive to be (1) most important and (2) least important for teachers of moderately and/or severely handicapped students? Results indicated that only minor differences exist between the perceptions of the groups.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Ryndak, Diane Lea

• Education, Special

Identifier

(UMI)AAI8422143

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/68933