For many years special education was not a priority for principals because most special needs children did not attend public school or were not identified as having a disability. However, recent changes in federal and state education legislation require that all public schools show growth in student academic achievement for all children, including those with special needs. These changes have led to concerns by special educators that principals' lack the preparation and leadership abilities in dealing with special education issues. Therefore, the supportive leadership needs of high school special education teachers in South Carolina are examined. The perceptions of supportive leadership by high school principals for special education teachers and the support provided by special education directors for principals and special education teachers was also examined. It was determined that the support provided by South Carolina's high school principals is not in-line with the supportive leadership needs of SE teachers. It does appear, however, that special education personnel are providing a bridge of support, working with principals to provide additional support to special education staff in the forms of human resources and material resources.
","abstract_html":"<p>For many years special education was not a priority for principals because most special needs children did not attend public school or were not identified as having a disability. However, recent changes in federal and state education legislation require that all public schools show growth in student academic achievement for all children, including those with special needs. These changes have led to concerns by special educators that principals' lack the preparation and leadership abilities in dealing with special education issues. Therefore, the supportive leadership needs of high school special education teachers in South Carolina are examined. The perceptions of supportive leadership by high school principals for special education teachers and the support provided by special education directors for principals and special education teachers was also examined. It was determined that the support provided by South Carolina's high school principals is not in-line with the supportive leadership needs of SE teachers. It does appear, however, that special education personnel are providing a bridge of support, working with principals to provide additional support to special education staff in the forms of human resources and material resources.</p>","abstract_has_math":false,"creators":["Slatton, Sarah McDade"],"institution":null,"degree_name":"Ph.D.","degree_level":"Campus Access Dissertation","degree_discipline":"Educational Leadership and Policies","degree_department":null,"school":null,"contributors":["Peter Moyi"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T04:37:49Z","subjects":["Education","Educational Administration and Supervision","High School","Leadership","Principals","Special Education Directors","Special Education Teachers"],"languages":[],"rights":["© 2011, Sarah McDade Slatton"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/1009","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Peter Moyi"]},{"key":"dc:creator","label":"Author","values":["Slatton, Sarah McDade"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Educational Administration and Supervision","High School","Leadership","Principals","Special Education Directors","Special Education Teachers"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2011, Sarah McDade Slatton"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/1009"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["For many years special education was not a priority for principals because most special needs children did not attend public school or were not identified as having a disability. However, recent changes in federal and state education legislation require that all public schools show growth in student academic achievement for all children, including those with special needs. These changes have led to concerns by special educators that principals' lack the preparation and leadership abilities in dealing with special education issues. Therefore, the supportive leadership needs of high school special education teachers in South Carolina are examined. The perceptions of supportive leadership by high school principals for special education teachers and the support provided by special education directors for principals and special education teachers was also examined. It was determined that the support provided by South Carolina's high school principals is not in-line with the supportive leadership needs of SE teachers. It does appear, however, that special education personnel are providing a bridge of support, working with principals to provide additional support to special education staff in the forms of human resources and material resources.
"]},{"key":"dc:title","label":"Title","values":["Leadership of South Carolina'S High School Special Education Teachers"]}]}],"canonical_facts":{"dc:contributor":["Peter Moyi"],"dc:creator":["Slatton, Sarah McDade"],"dc:description.abstract":["For many years special education was not a priority for principals because most special needs children did not attend public school or were not identified as having a disability. However, recent changes in federal and state education legislation require that all public schools show growth in student academic achievement for all children, including those with special needs. These changes have led to concerns by special educators that principals' lack the preparation and leadership abilities in dealing with special education issues. Therefore, the supportive leadership needs of high school special education teachers in South Carolina are examined. The perceptions of supportive leadership by high school principals for special education teachers and the support provided by special education directors for principals and special education teachers was also examined. It was determined that the support provided by South Carolina's high school principals is not in-line with the supportive leadership needs of SE teachers. It does appear, however, that special education personnel are providing a bridge of support, working with principals to provide additional support to special education staff in the forms of human resources and material resources.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/1009"],"dc:rights":["© 2011, Sarah McDade Slatton"],"dc:subject":["Education","Educational Administration and Supervision","High School","Leadership","Principals","Special Education Directors","Special Education Teachers"],"dc:title":["Leadership of South Carolina'S High School Special Education Teachers"],"thesis:degree_discipline":["Educational Leadership and Policies"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T04:37:49Z"}