This section contains recommendations for future study based on the results of this study. In this section, the researcher summarized the recommendations that resulted from the study. Additionally, information on recommended research methodologies and designs are added based on the findings and results of this study.
Recommendations for future research.
This study examined to what extent, if any, a correlation existed between school administrators’ leadership styles and tenure of special education teachers. The results of this study did not convey a strong significant correlation between the two variables. Therefore, this quantitative study allowed for future research in the following areas:
• Future research on how special education teacher
…show more content…
The researcher could have special education teachers fill out the MLQ rater’s form, which measured how special education teachers perceive their school administrators’ leadership style. The MLQ rater version enables the researcher to measure how the special education teachers perceive their administrator leadership style and relationship (Simpson, 2014). Frost’s study recommended duplicating his study using special education teachers’ perceptions and administrators’ perceptions and comparing both to identify similarities and differences (Frost, 2010). By researching special education teachers’ perception of school administrators’ leadership styles and how they react to those styles could be a gap in the literature that could benefit all stakeholders. Quantitative study would allow for a larger sample size to ensure integrity of the …show more content…
By researching school administrators’ training could add to the gap in school administrators’ leadership styles and retention of special education teachers. Untrained school administrators could add to special education teachers’ frustration in the profession.
Future research on whether developing a mentoring program would build a stronger relationship between school administrators and special education teachers. Investigator can research to explore if school administrators’ mentoring programs affect special education teachers’ retention (Henderson, 2014). As stated in chapter 4 and 5, school administrators’ leadership styles did not produce a significant correlation; therefore, exploring other areas within the school would be advantageous to find out why special education teachers are leaving or why they are staying in the
In a quote from Tom Peters, he states that “ leaders don’t create followers, they create more leaders.” Working as a lead administrator in a building can have some powerful challenges, but as with anything, the approach is what makes the difference. A good leader will take advantage of the tools around them, knowing that every building has individuals who offer their very own strengths. In focusing on the individual teacher strengths of each specific teacher, a rapport can be built, but most importantly, the outcome will be a stronger building because of the process of spreading the wealth. Ultimately, no teacher in any building became a teacher without being a leader first, and as I have looked back on my own past upbringing through scouting by other educators, I see the outpouring of wealth of experience from those teachers just waiting to make a
According to standard two of the Professional Standards for Educational Leaders (2015), educational leaders should act with integrity, fairness, and in an ethical manner to promote the success of every student. In the scenario, a new assistant superintendent in a school district is head of curriculum and instruction. The school district services 15 schools, 12 elementary schools and 3 junior high schools. The assistant superintendent has prior experience in a previous school district with curriculum and instruction, but seemed much happier in the new district’s atmosphere. The district seems to be more goal-oriented and focused on the upholding the vision and mission of the district. There is also a strong value on self-evaluation
In response to the question set, I will go into detail of the study, consisting of the background, main hypotheses, as well the aims, procedure and results gathered from the study; explaining the four research methods chosen to investigate, furthering into the three methods actually tested.
In the future, more care could be taken in discussing the research framework and design; however, overall, this was a well-designed, qualitative research study. Despite a few potential limitations, the study findings were reasonable, consistent with one another, and compatible with similar studies, leaving the research consumer satisfied with the soundness of the study.
Standard 1 of the Florida Principal Leadership Standards (2011) describe the priority of the school leader as, “effective school leaders demonstrate that the student learning is their top priority through leadership actions that build and support a learning organization focus on student success”. Our number one priority and focus is and always should be our students. They are the reason behind our professions. It is the faculty the ones who should be supported by the administrators. The leaders should celebrate their success, encourage them, support their assertive instructional decisions, and motivate them each day to create the right conditions for learning. The principals must plan to project growth the most accurate possible, employing all the help that they could get for this challenging task. Students should not be affected because qualified teachers are not available. Strategic schools use the resources at had to relocate, and alleviate the human resources problems.
This paper will describe two studies, one quantitative and the other a mixed method, which dealt with aspects of educational leadership. The studies chosen for review were conducted by Bush, et al. (2005), a study that reported participant results in a Leadership Academy, and another by Somech (2005) in which the results of an investigational study of leadership styles, participative and directive, with regard to their impact upon managing school effectiveness. To offer a deeper understanding of the respective studies, a discussion follows that details the design rationa...
Once teachers leave the university setting, novice teachers often receive little or no support and find that their teacher education programs ill-prepared them for the realities of teaching (Croasmun, Hampton, and Herrmann, 1997). ASCD (2004) cited teacher turnover as likely having a significant fiscal impact on school and districts as they must fund additional recruitment programs, implement interview and hiring procedures and provide additional professional development, chronic teacher and staff turnover can negatively affect professional development, class size, scheduling, curriculum planning, collegiality, and a variety of other factors. Effective school leadership is an important solution to teacher retention, which has been proven by its consistent appearance, as the most important subject in working conditions in a survey conducted by Barnett Berry (2004). Principals can increase the morale in schools by recognizing when teachers need support and providing it. Hunter-Boykin and Evans (Hunter-Boykin and Evans, 1995) pointed out high morale does not always contribute to high productivity.
The role of teacher leader has been defined as “teachers who aspire to stretch beyond their classrooms to engage in leadership roles that take many shapes and forms, both “informal and formal”. (ECS, 2010). Teacher leadership has also been described as “the process by which teachers, individually and collectively, influence their colleagues, principals, and other members of the school community to improve learning practices with the aim of increased student learning and achievement.” (ECS, 2010). In years past, a majority of teacher leadership roles took the form of department chair, committee chair, grade level chair, etc. It was more of a representative role versus a leadership role. Their responsibility primarily involved dispersing information from administration to their counterparts and taking information back to administration from the group. Their position lacked decision-making power and true leadership that brings about “real” change. These tasks are still viewed as opportunities for teacher leadership; however, recently, the
Even though leadership in special education is increasingly difficult and challenging job, it is something that I have always aspired to do. The special education chair position leads me to oversee the special education department in a middle school within the division. Previously, I was a special
In developing my own educational leadership model (MELM) I began with establishing what I believe the goal of education should be, since leaders by definition are leading people towards something. The goal of education is to effectively teach students the essential skills and knowledge they will need to establish a productive, positive, self-sufficient life where they can be active members of their communities. An effective leader, while working towards this goal will need to consider the present conditions and demands of the environment they are a part of. In the field of education, both internal and external factors are of crucial importance when developing a plan to lead for success. However, one must note the variables in education are different than those the business sector face, for example; student performance, ability and cultural differences; availability/condition of supplies and materials; goal; educator’s capability, views and attitudes; conditionality of economic support; openness/hostility of influencing communities; state or government performance mandates. A leader who knows where they (students, school, district, community) are now, can approach goals more clearly and develop more effective strategies to arrive at them.
Thomas Sergiovanni (2015) describes three essential dimensions of leadership as “the heart, head, and hand of leadership.” The heart describes those characteristics within the school leader that reflect personal “beliefs, values, and dreams.” The head of leadership refers to the practice of teaching and educating. The hand of leadership reflects actions taken by school leaders with respect to management behaviors. (p. 5) Within these elements, there is room for personal choice in how leadership is practiced and it is incumbent on new principals to find an individual leadership style that responds to the uniqueness of each school.
Researcher shows that older special educators are more likely to leave (or express intent to leave) than younger special educators. Attrition is high among older special education teachers, moderate for teachers during the mid-career period, and low again as teachers retire. However, Boe (2006) report that age functions differently for leavers (those who exit public school teaching) than movers (those who changed
As it relates to special education, modeling is beneficial for general education teachers. Most general education teachers do not receive the same specialized training as specialists. That being said, special education teachers have a duty of supplying the general education teacher with unknown information. This can be achieved through teacher mentoring. Teacher mentoring is a strategy to increase retention and bolster teacher quality, particularly in hard-to-staff areas such as special education (Moses, 2011). Special education positions are becoming increasingly scarce and it is imperative that the current special educators actively help general education teachers understand the policies of special education. At issue is whether practices in both special and general education teacher mentoring follow formal policies (Moses, 2011). This means that there are questions about the regulation of the mentoring process. To begin, special educators should make efforts to convey a message of collaboration to general education teachers. When conveying information, specialists should use empathic listening skills and have an authentic desire to help (Eccleston, 2010). Listening efforts should be put forth to make certain that all parties are heard and no person is
As mentioned before, leadership styles take an important role in running a school. Unfortunately, many principals have not yet defined their leadership style and struggle to administrate their school. They are responsible not only of teachers and students, but of every employee in the school. They have the power to control all the resources available to improve and meet academic goals. Despite their power, principals need to identify appropriate leadership styles to succeed as
York-Barr, J. & K. Duke (2004) what do we know about teacher leadership? Findings from two decades of scholarship. Review of educational research 74(3), 255-316.