Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 19 no. 2 (2024)

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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