{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1335"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1335","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs","abstract":"The purpose of this study was to explore the extent to which principals were utilizing Marzano's 21 Leadership Responsibilities that were correlated to increased student achievement to implement, maintain, and support the inclusion programs in their schools according to the perceptions of 81 general education and 66 special education teachers participating in co-teaching inclusion programs located in Georgia's First District Regional Education Service Agency (RESA) service area. The methodology for this quantitative research study utilized descriptive statistics and independent-samples t tests. The sample was obtained from general education and special education teachers' perceptions in 18 school districts in Georgia's First District RESA service area. Overall, general education teachers observed principal leadership to a greater extent for implementing, maintaining, and supporting inclusion than did special education teachers. Furthermore, significant differences were found between general education and special education teachers' perceptions for 14 of 21 (66%) of the dependent variables for implementing inclusion, 18 of 21 (86%) of the dependent variables for maintaining inclusion, and 18 of 21 (86%) of the dependent variables for supporting inclusion.","abstract_html":"The purpose of this study was to explore the extent to which principals were utilizing Marzano's 21 Leadership Responsibilities that were correlated to increased student achievement to implement, maintain, and support the inclusion programs in their schools according to the perceptions of 81 general education and 66 special education teachers participating in co-teaching inclusion programs located in Georgia's First District Regional Education Service Agency (RESA) service area. The methodology for this quantitative research study utilized descriptive statistics and independent-samples t tests. The sample was obtained from general education and special education teachers' perceptions in 18 school districts in Georgia's First District RESA service area. Overall, general education teachers observed principal leadership to a greater extent for implementing, maintaining, and supporting inclusion than did special education teachers. Furthermore, significant differences were found between general education and special education teachers' perceptions for 14 of 21 (66%) of the dependent variables for implementing inclusion, 18 of 21 (86%) of the dependent variables for maintaining inclusion, and 18 of 21 (86%) of the dependent variables for supporting inclusion.","abstract_has_math":false,"creators":["Carpenter, Dennis L."],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Linda Arthur","Denise Weems"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-12-01T08:00:00Z","date_published":"2009-12-01T08:00:00Z","updated_at":"2026-07-24T02:26:46Z","subjects":["ETD","Leadership responsibilities","Implementation","Maintenance","Support","Inclusive education","School principals","Educational leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/335","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Linda Arthur","Denise Weems"]},{"key":"dc:creator","label":"Author","values":["Carpenter, Dennis L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Leadership responsibilities","Implementation","Maintenance","Support","Inclusive education","School principals","Educational leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/335"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to explore the extent to which principals were utilizing Marzano's 21 Leadership Responsibilities that were correlated to increased student achievement to implement, maintain, and support the inclusion programs in their schools according to the perceptions of 81 general education and 66 special education teachers participating in co-teaching inclusion programs located in Georgia's First District Regional Education Service Agency (RESA) service area. The methodology for this quantitative research study utilized descriptive statistics and independent-samples t tests. The sample was obtained from general education and special education teachers' perceptions in 18 school districts in Georgia's First District RESA service area. Overall, general education teachers observed principal leadership to a greater extent for implementing, maintaining, and supporting inclusion than did special education teachers. Furthermore, significant differences were found between general education and special education teachers' perceptions for 14 of 21 (66%) of the dependent variables for implementing inclusion, 18 of 21 (86%) of the dependent variables for maintaining inclusion, and 18 of 21 (86%) of the dependent variables for supporting inclusion."]},{"key":"dc:title","label":"Title","values":["An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs"]}]}],"canonical_facts":{"dc:contributor":["Linda Arthur","Denise Weems"],"dc:creator":["Carpenter, Dennis L."],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to explore the extent to which principals were utilizing Marzano's 21 Leadership Responsibilities that were correlated to increased student achievement to implement, maintain, and support the inclusion programs in their schools according to the perceptions of 81 general education and 66 special education teachers participating in co-teaching inclusion programs located in Georgia's First District Regional Education Service Agency (RESA) service area. The methodology for this quantitative research study utilized descriptive statistics and independent-samples t tests. The sample was obtained from general education and special education teachers' perceptions in 18 school districts in Georgia's First District RESA service area. Overall, general education teachers observed principal leadership to a greater extent for implementing, maintaining, and supporting inclusion than did special education teachers. Furthermore, significant differences were found between general education and special education teachers' perceptions for 14 of 21 (66%) of the dependent variables for implementing inclusion, 18 of 21 (86%) of the dependent variables for maintaining inclusion, and 18 of 21 (86%) of the dependent variables for supporting inclusion."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/335"],"dc:subject":["ETD","Leadership responsibilities","Implementation","Maintenance","Support","Inclusive education","School principals","Educational leadership"],"dc:title":["An Analysis of Leadership Responsibilities as Perceived by General Education and Special Education Teachers Participating in Co-Teaching Inclusion Programs"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:46Z"}