Date of Award
6-7-2023
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Ibrahim Duyar
Second Advisor
Brandy Kamm
Committee Members
William Loose
Call Number
LD 251 .A566d 2023 L36
Abstract
The purpose of this qualitative phenomenological study was to examine the lived experiences of special education teachers as they relate to teacher preparation programs and how they prepared teachers to work with and lead paraprofessionals. Hersey and Blanchard’s situational leadership approach and Adult Leadership Theory are the theoretical basis for this study. Qualitative data was collected through twelve semi-structured interviews. Findings showed that special education teachers do perceive that college preparation programs do not adequately prepare them to lead paraprofessionals. Data also supported the claim that a lack of adult leadership training did have a negative affect on workplace relationships between special education teachers and paraprofessionals. Finally, participants noted a variety of trainings they believed would be beneficial for teaching these skills. This study has important implications as it deals with special education teachers’ overall effectiveness in leading other adults. The information found in this study could be utilized as a resource by universities looking to evaluate the effectiveness of their special education teacher preparation programs. Researchers proposed specific types of university preparation classes that special education teachers need to acquire the skills needed to lead paraprofessionals.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Langley, Ellen Elizabeth, "Special Education Teachers Leading Paraprofessionals: A Phenomenological Study of How Special Education Teachers Develop Leadership Skills" (2023). Student Theses and Dissertations. 183.
https://arch.astate.edu/all-etd/183
