Leadership Practices of School Administrators in Response to Educational Trends in Special Education Program: Basis for A Proposed Professional Development Plan
Danilo Lagasca
Discipline: Education
Abstract:
Title: Leadership Practices of School Administrators in Response to Educational Trends in Special Education
Programs: A Quantitative Study Abstract: Effective leadership practices among school administrators are paramount
for tailoring special education programs to evolving educational trends. This research investigates the essential
leadership practices of school administrators in response to the changing landscape of Special Education (SPED)
Programs. Drawing upon insights from various studies, including those by Slee (2019), Hallinger (2018), Kim (2019),
Tait (2021), Lucas (2018), and Garcia (2019), this study delves into the multifaceted dimensions of leadership required
to meet the diverse needs of students with disabilities. The findings underscore the significance of leadership qualities
such as innovation, strategic relationships, technological advancements, and fostering a supportive school
environment. Notably, administrators must possess critical thinking abilities, collaborate effectively, and continuously
update their knowledge to ensure the success of SPED programs. Furthermore, the research highlights the importance
of collaboration with families, stakeholders, and community organizations in creating inclusive learning
environments. Utilizing a quantitative research design, this study explores the demographic profiles of school
administrators and assesses their leadership practices in response to educational trends in SPED programs. The
analysis reveals a high level of leadership practices among administrators, indicating a commitment to innovation,
strategic visioning, and ethical decision-making. Additionally, the study identifies significant correlations between
administrators' attitudes towards leadership and their level of leadership practices. Based on the findings,
recommendations are provided to enhance the professional development of school administrators, sustain favorable
attitudes towards leadership, and explore additional variables for a comprehensive understanding of leadership
practices in education. Overall, this research contributes to the ongoing discourse on effective leadership in special
education and offers insights for strengthening leadership practices to meet the evolving needs of students with
disabilities.
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