Role of Elementary School Principals in Supporting Teachers towards Special Need Students in Inclusive Settings

By

ACKNOWLEDGEMENT

I would like to take this opportunity to thank my dissertation supervisor who has always shown confidence in me. He has offered his patience, remarks, propositions and understanding. Here I would also like to mention my parents who have always believed in me for all my hard work. My family, including my parents, brother and sister has endlessly supported me during my life and academics. This has helped me in making positive decisions for my life. I would also mention my peers and co-workers and appreciate their collaboration and expert advice on every circumstance. I am also grateful towards my University and my Department, the administrators, faculty members and fellow students for their support throughout this study.

DECLARATION

I declare that the material stated in this dissertation/thesis is original and does not present work of any other scholar or research study conducted in the past. Material in this study is not partially or completely published elsewhere and collected only for the purpose of this study. I also acknowledge that I have complete understanding of the requirements, guidelines, regulations and procedures of the University with respect to the endowment of higher education degree and my research work. Here, I would also like to take the opportunity to declare that I have almost exclusively followed the requirements, guidelines, regulations and procedures of the University regarding this research study.

I certify that the work presented in the dissertation is my own unless referenced

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ABSTRACT

It is not known how or to what extent the knowledge and pre-professional preparation of principals affects their decision making in regards to special education programs and services. It is not surprising that principals are challenged by the decisions that they need to make in regards to special education services and programs. Principals, both new and experienced, find themselves having to make authoritative decisions related to mandates, policies, and legislature of special education, for which they are not prepared. Given the complexity of the expectations regarding special education decision making, some genuine questions arise in regards to the skills that administrators must possess to make sound special education decisions. The primary objective of the overall study is to analyze the role of elementary school principals in supporting teachers towards special need students in inclusive settings.

TABLE OF CONTENTS

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

CHAPTER ONE: INTRODUCTION1

Background of the Study1

Leadership and School Administration5

Research Aims and Objectives11

Research Question12

Research Problem12

Purpose of the Study14

Rationale16

Significance of the Study17

Definition of Terms18

Structure of the thesis21

CHAPTER TWO: LITERATURE REVIEW22

Special Education22

History of Special Education23

Definition of Special Education Students24

IDEA26

General Education Teachers and Inclusion27

Accountability of Principals and Education Managers27

Individual Education Plan and Special Education28

Principal Training29

Primary Role of the Principal in Inclusion35

Principal's Attitudes and Students with Disabilities36

Leading in Special Education41

Models of Leadership47

Instructional leadership47

Transformational leadership48

Achievement of Students with Disabilities50

Jean Piaget and Lev Vygotsky's theories52

Teacher Quality53

CHAPTER THREE: METHODOLOGY58

Research Aims and Objectives58

The Research Process59

Theoretical Framework62

Sampling62

Questionnaire Design63

Ethical Considerations65

REFERENCES66

APPENDIX75

Consent form75

Questionnaire Survey for Teachers76

Interview Survey for Principals78

CHAPTER ONE: INTRODUCTION

The purpose of this chapter is to provide the reader a brief overview about the research topic and ...