{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/29617"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/29617","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"An Analysis of Virginia's High School Principals Educational Background, Knowledge and Perceptions Related to Special Education","abstract":"This study researched Virginia 's high school principals' educational background and knowledge related to special education, and, their perceptions of special education and their supervisory skills. Surveys using a Likert scale response format were mailed to 299 principals. Ninety-eight surveys were returned for a response rate of 32 percent. Each of the eight superintendent's regions was represented in the total. Results of the study indicated that principals with a special education degree or endorsement were able to respond appropriately to the scenarios based on the regulations. Their perceptions of special education were positive, as was their agreement that their supervisory ability related to special education was adequate. Principals without a degree or endorsement in special education did not perceive that their educational background had prepared them for supervising special education. They were able to apply their knowledge appropriately to scenarios based on special education regulations in most instances. However, their performance was not on the same level as their degreed colleagues. The information from this study has implications for local school divisions in planning staff development activities, state agencies that license principals and provide staff development for local school division, and universities in planning programs for future school administrators.","abstract_html":"This study researched Virginia 's high school principals' educational background and knowledge related to special education, and, their perceptions of special education and their supervisory skills. Surveys using a Likert scale response format were mailed to 299 principals. Ninety-eight surveys were returned for a response rate of 32 percent. Each of the eight superintendent's regions was represented in the total. Results of the study indicated that principals with a special education degree or endorsement were able to respond appropriately to the scenarios based on the regulations. Their perceptions of special education were positive, as was their agreement that their supervisory ability related to special education was adequate. Principals without a degree or endorsement in special education did not perceive that their educational background had prepared them for supervising special education. They were able to apply their knowledge appropriately to scenarios based on special education regulations in most instances. However, their performance was not on the same level as their degreed colleagues. The information from this study has implications for local school divisions in planning staff development activities, state agencies that license principals and provide staff development for local school division, and universities in planning programs for future school administrators.","abstract_has_math":false,"creators":["Rascoe, Patricia A."],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Educational Leadership and Policy Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":["Creighton, Theodore B."],"committee_members":["Twiford, Travis W.","Bailey, Tyrone","Myers, Susan T."],"year":2007,"date_issued":"2007-10-31","date_published":"2007-10-31","updated_at":"2026-07-22T22:20:29Z","subjects":["Special Education","Perceptions","Principals","Knowledge"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-11162007-152643"],"render_values":[{"text":"etd-11162007-152643","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/29617","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Creighton, Theodore B."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Twiford, Travis W.","Bailey, Tyrone","Myers, Susan T."]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership and Policy Studies"]},{"key":"dc:creator","label":"Author","values":["Rascoe, Patricia A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:18:37Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:18:37Z","2007-12-03"]},{"key":"dc:date.issued","label":"Date","values":["2007-10-31"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Special Education","Perceptions","Principals","Knowledge"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-11162007-152643"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/29617"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study researched Virginia 's high school principals' educational background and knowledge related to special education, and, their perceptions of special education and their supervisory skills. Surveys using a Likert scale response format were mailed to 299 principals. Ninety-eight surveys were returned for a response rate of 32 percent. Each of the eight superintendent's regions was represented in the total. Results of the study indicated that principals with a special education degree or endorsement were able to respond appropriately to the scenarios based on the regulations. Their perceptions of special education were positive, as was their agreement that their supervisory ability related to special education was adequate. Principals without a degree or endorsement in special education did not perceive that their educational background had prepared them for supervising special education. They were able to apply their knowledge appropriately to scenarios based on special education regulations in most instances. However, their performance was not on the same level as their degreed colleagues. The information from this study has implications for local school divisions in planning staff development activities, state agencies that license principals and provide staff development for local school division, and universities in planning programs for future school administrators."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. 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