This research study addressed the problem that school leaders may not be adequately prepared to address the needs of an increasing population of students with special needs. The purpose of the study was to examine the difference between beliefs and perceptions of middle and high school leaders and special education teachers about the knowledge and skills necessary to implement special education programs effectively. The conceptual framework of this study focused on the preparation of principals and assistant principals at the university level through certification programs and district level programs. For this causal-comparative research design study, the quantitative and qualitative data were collected using a Demographics Survey, Knowledge and Skills in Special Education Survey, and Qualitative Questionnaire, which was sent to 78 school leaders and 209 special education teachers from middle and high schools in five rural areas of Georgia. Valid responses were collected from 59 participants. The quantitative data were analyzed using a series of one-way ANOVAs. The qualitative data were analyzed using color coding and theme analysis. While no statistically significant differences between the groups were found, school leaders perceived that special education law, accommodations, behavior management, and instructional strategies were four key areas that preparation programs needed, and special education teachers perceived that special education law, behavior management, co-teaching, and assessment should be addressed in educational leadership preparation programs. Future research is needed to further examine the topics presented during university-level and district-level programs. These findings support the need to provide additional, ongoing professional development on the current trends in special education for school leaders.
","abstract_html":"<p>This research study addressed the problem that school leaders may not be adequately prepared to address the needs of an increasing population of students with special needs. The purpose of the study was to examine the difference between beliefs and perceptions of middle and high school leaders and special education teachers about the knowledge and skills necessary to implement special education programs effectively. The conceptual framework of this study focused on the preparation of principals and assistant principals at the university level through certification programs and district level programs. For this causal-comparative research design study, the quantitative and qualitative data were collected using a Demographics Survey, Knowledge and Skills in Special Education Survey, and Qualitative Questionnaire, which was sent to 78 school leaders and 209 special education teachers from middle and high schools in five rural areas of Georgia. Valid responses were collected from 59 participants. The quantitative data were analyzed using a series of one-way ANOVAs. The qualitative data were analyzed using color coding and theme analysis. While no statistically significant differences between the groups were found, school leaders perceived that special education law, accommodations, behavior management, and instructional strategies were four key areas that preparation programs needed, and special education teachers perceived that special education law, behavior management, co-teaching, and assessment should be addressed in educational leadership preparation programs. Future research is needed to further examine the topics presented during university-level and district-level programs. These findings support the need to provide additional, ongoing professional development on the current trends in special education for school leaders.</p>","abstract_has_math":false,"creators":["Lewis-Vice, Robert"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Counseling, Foundations & Leadership","degree_department":null,"school":null,"contributors":["Dr. Jennifer L. Brown","Dr. Mary Beth Hendricks","Dr. Thomas J. McCormack"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-12-01T08:00:00Z","date_published":"2020-12-01T08:00:00Z","updated_at":"2026-07-24T01:45:08Z","subjects":["Special Education","Educational Leadership","Georgia","Middle School","High School","Curriculum and Instruction","Secondary Education and Teaching"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/412","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Jennifer L. Brown","Dr. Mary Beth Hendricks","Dr. Thomas J. 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The purpose of the study was to examine the difference between beliefs and perceptions of middle and high school leaders and special education teachers about the knowledge and skills necessary to implement special education programs effectively. The conceptual framework of this study focused on the preparation of principals and assistant principals at the university level through certification programs and district level programs. For this causal-comparative research design study, the quantitative and qualitative data were collected using a Demographics Survey, Knowledge and Skills in Special Education Survey, and Qualitative Questionnaire, which was sent to 78 school leaders and 209 special education teachers from middle and high schools in five rural areas of Georgia. Valid responses were collected from 59 participants. The quantitative data were analyzed using a series of one-way ANOVAs. The qualitative data were analyzed using color coding and theme analysis. While no statistically significant differences between the groups were found, school leaders perceived that special education law, accommodations, behavior management, and instructional strategies were four key areas that preparation programs needed, and special education teachers perceived that special education law, behavior management, co-teaching, and assessment should be addressed in educational leadership preparation programs. Future research is needed to further examine the topics presented during university-level and district-level programs. These findings support the need to provide additional, ongoing professional development on the current trends in special education for school leaders.
"]},{"key":"dc:title","label":"Title","values":["Mixed Methods Study of Special Education Training in Educational Leadership Preparation Programs in Rural Georgia"]}]}],"canonical_facts":{"dc:contributor":["Dr. Jennifer L. Brown","Dr. Mary Beth Hendricks","Dr. Thomas J. McCormack"],"dc:creator":["Lewis-Vice, Robert"],"dc:date.available":["2020-12-10T08:00:00Z"],"dc:description.abstract":["This research study addressed the problem that school leaders may not be adequately prepared to address the needs of an increasing population of students with special needs. The purpose of the study was to examine the difference between beliefs and perceptions of middle and high school leaders and special education teachers about the knowledge and skills necessary to implement special education programs effectively. The conceptual framework of this study focused on the preparation of principals and assistant principals at the university level through certification programs and district level programs. For this causal-comparative research design study, the quantitative and qualitative data were collected using a Demographics Survey, Knowledge and Skills in Special Education Survey, and Qualitative Questionnaire, which was sent to 78 school leaders and 209 special education teachers from middle and high schools in five rural areas of Georgia. Valid responses were collected from 59 participants. The quantitative data were analyzed using a series of one-way ANOVAs. The qualitative data were analyzed using color coding and theme analysis. While no statistically significant differences between the groups were found, school leaders perceived that special education law, accommodations, behavior management, and instructional strategies were four key areas that preparation programs needed, and special education teachers perceived that special education law, behavior management, co-teaching, and assessment should be addressed in educational leadership preparation programs. Future research is needed to further examine the topics presented during university-level and district-level programs. These findings support the need to provide additional, ongoing professional development on the current trends in special education for school leaders.
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