{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/11055"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/11055","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"Principals' perceptions of self-efficacy to administer special education in relation to regional education service center professional learning opportunities.","abstract":"The purpose of this doctoral study was to investigate Texas principals' perceptions of self-efficacy to administer special education services. An additional focus was the degree to which principals perceived the professional learning opportunities based at their Regional Education Service Centers (RESCs) to be supportive of their efforts to administer special education services. In Texas, efforts at the state, regional, and local levels aligned with federal mandates and practices in a transition from compliance heavy systems of special education to one that balances compliance requirements with a focus on improving student outcomes (TEA, 2018b). RESCs are at the center of this shift (TEA, 2018b) and have the potential to develop professional learning opportunities strategically designed to support Texas principals in the administration of special education services. A statewide survey of practicing principals in November 2019 from the southwest region of the United States, specifically, Texas, provided perception and demographic data utilized in this research. The Texas Teacher Evaluation and Support System rubric served as the foundation for the survey instrument utilized in this study. The study's research questions were addressed broadly using a variety of descriptive and inferential statistical techniques. RQ1. To what degree do principals perceive their level of efficacy in the administration of special education services? And will there be a difference in the perceived level of efficacy in the administration of special education services by gender of school administrator? RQ2. To what degree do principals perceive their level of efficacy in the administration of special education services by campus descriptor of school administrator? RQ3. To what degree do principals perceive their level of efficacy in the administration of special education services by perceived level of inclusivity? RQ4. To what degree do principals perceive their level of efficacy in the administration of special education services by special education certification status of school administrator? RQ5. To what degree do principals perceive their level of efficacy in the administration of special education services by age? RQ6. To what degree do principals perceive the level of efficacy of their RESCbased professional learning opportunities in supporting their administration of special education services?","abstract_html":"The purpose of this doctoral study was to investigate Texas principals' perceptions of self-efficacy to administer special education services. An additional focus was the degree to which principals perceived the professional learning opportunities based at their Regional Education Service Centers (RESCs) to be supportive of their efforts to administer special education services. In Texas, efforts at the state, regional, and local levels aligned with federal mandates and practices in a transition from compliance heavy systems of special education to one that balances compliance requirements with a focus on improving student outcomes (TEA, 2018b). RESCs are at the center of this shift (TEA, 2018b) and have the potential to develop professional learning opportunities strategically designed to support Texas principals in the administration of special education services. A statewide survey of practicing principals in November 2019 from the southwest region of the United States, specifically, Texas, provided perception and demographic data utilized in this research. The Texas Teacher Evaluation and Support System rubric served as the foundation for the survey instrument utilized in this study. The study's research questions were addressed broadly using a variety of descriptive and inferential statistical techniques. RQ1. To what degree do principals perceive their level of efficacy in the administration of special education services? And will there be a difference in the perceived level of efficacy in the administration of special education services by gender of school administrator? RQ2. To what degree do principals perceive their level of efficacy in the administration of special education services by campus descriptor of school administrator? RQ3. To what degree do principals perceive their level of efficacy in the administration of special education services by perceived level of inclusivity? RQ4. To what degree do principals perceive their level of efficacy in the administration of special education services by special education certification status of school administrator? RQ5. To what degree do principals perceive their level of efficacy in the administration of special education services by age? RQ6. To what degree do principals perceive the level of efficacy of their RESCbased professional learning opportunities in supporting their administration of special education services?","abstract_has_math":false,"creators":["Bullion, John Carl, 1970-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Carpenter, Bradley W."],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-05","date_published":"2020-05","updated_at":"2026-07-24T01:07:54Z","subjects":["Special education.","Principals.","Regional education service centers."],"languages":["en"],"rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2104/11055","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Carpenter, Bradley W."]},{"key":"dc:creator","label":"Author","values":["Bullion, John Carl, 1970-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-09-09T13:41:58Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-09-09T13:41:58Z"]},{"key":"dc:date.issued","label":"Date","values":["2020-05"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Baylor University."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Special education.","Principals.","Regional education service centers."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Baylor University works are protected by copyright. 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In Texas, efforts at the state, regional, and local levels aligned with federal mandates and practices in a transition from compliance heavy systems of special education to one that balances compliance requirements with a focus on improving student outcomes (TEA, 2018b). RESCs are at the center of this shift (TEA, 2018b) and have the potential to develop professional learning opportunities strategically designed to support Texas principals in the administration of special education services. A statewide survey of practicing principals in November 2019 from the southwest region of the United States, specifically, Texas, provided perception and demographic data utilized in this research. The Texas Teacher Evaluation and Support System rubric served as the foundation for the survey instrument utilized in this study. The study's research questions were addressed broadly using a variety of descriptive and inferential statistical techniques. RQ1. To what degree do principals perceive their level of efficacy in the administration of special education services? And will there be a difference in the perceived level of efficacy in the administration of special education services by gender of school administrator? RQ2. To what degree do principals perceive their level of efficacy in the administration of special education services by campus descriptor of school administrator? RQ3. To what degree do principals perceive their level of efficacy in the administration of special education services by perceived level of inclusivity? RQ4. To what degree do principals perceive their level of efficacy in the administration of special education services by special education certification status of school administrator? RQ5. To what degree do principals perceive their level of efficacy in the administration of special education services by age? RQ6. To what degree do principals perceive the level of efficacy of their RESCbased professional learning opportunities in supporting their administration of special education services?"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Principals' perceptions of self-efficacy to administer special education in relation to regional education service center professional learning opportunities."]}]}],"canonical_facts":{"dc:contributor.advisor":["Carpenter, Bradley W."],"dc:creator":["Bullion, John Carl, 1970-"],"dc:date.accessioned":["2020-09-09T13:41:58Z"],"dc:date.available":["2020-09-09T13:41:58Z"],"dc:date.issued":["2020-05"],"dc:description.abstract":["The purpose of this doctoral study was to investigate Texas principals' perceptions of self-efficacy to administer special education services. An additional focus was the degree to which principals perceived the professional learning opportunities based at their Regional Education Service Centers (RESCs) to be supportive of their efforts to administer special education services. In Texas, efforts at the state, regional, and local levels aligned with federal mandates and practices in a transition from compliance heavy systems of special education to one that balances compliance requirements with a focus on improving student outcomes (TEA, 2018b). RESCs are at the center of this shift (TEA, 2018b) and have the potential to develop professional learning opportunities strategically designed to support Texas principals in the administration of special education services. A statewide survey of practicing principals in November 2019 from the southwest region of the United States, specifically, Texas, provided perception and demographic data utilized in this research. The Texas Teacher Evaluation and Support System rubric served as the foundation for the survey instrument utilized in this study. The study's research questions were addressed broadly using a variety of descriptive and inferential statistical techniques. RQ1. To what degree do principals perceive their level of efficacy in the administration of special education services? And will there be a difference in the perceived level of efficacy in the administration of special education services by gender of school administrator? RQ2. To what degree do principals perceive their level of efficacy in the administration of special education services by campus descriptor of school administrator? RQ3. To what degree do principals perceive their level of efficacy in the administration of special education services by perceived level of inclusivity? RQ4. To what degree do principals perceive their level of efficacy in the administration of special education services by special education certification status of school administrator? RQ5. To what degree do principals perceive their level of efficacy in the administration of special education services by age? RQ6. To what degree do principals perceive the level of efficacy of their RESCbased professional learning opportunities in supporting their administration of special education services?"],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/11055"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"dc:subject":["Special education.","Principals.","Regional education service centers."],"dc:title":["Principals' perceptions of self-efficacy to administer special education in relation to regional education service center professional learning opportunities."],"dc:type":["Thesis"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["Baylor University."]},"updated_at":"2026-07-24T01:07:54Z"}