Competencies required of high school principals in the administration of school-based special education programs

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dc.contributor.authorYules, Melanie R.en
dc.contributor.committeechairJones, Philip R.en
dc.contributor.committeememberMcLaughlin, John A.en
dc.contributor.committeememberWorner, Wayne M.en
dc.contributor.committeememberSalmon, Richarden
dc.contributor.committeememberGallion, James A.en
dc.contributor.departmentAdministration and Supervision of Special Educationen
dc.date.accessioned2014-08-13T14:38:54Zen
dc.date.available2014-08-13T14:38:54Zen
dc.date.issued1985en
dc.description.abstractThe infusion of special education students into general education programs has added to the expanding role of the high school principal. The purpose of this study was to identify competencies needed by high school principals and assistant principals to effectively develop, supervise, monitor, and evaluate school-based special education programs. Competency statements were generated from the literature and validated by a panel of experts. The final instrument containing thirty competency statements in eight function areas was administered to Virginia high school principals and assistant principals who were randomly selected from the <u>Virginia Educational Directory</u>. Respondents were asked to rate the individual competency statement using a five point index of value scale and to list the competency statements which should receive first, second, and third priority. Data were analyzed by descriptive statistics. The index of value rating for the competency statements were independent of the position of respondent. The selection of first priority statement was dependent on the position of the person generating the rating, while the second and third priority statements were independent of the person generating the rating. The findings of this study identified "rules for discipline", "select personnel", "implement due process", "enable improvement of instruction", and "implement programs according to regulations" as competency statements with the highest mean index of value. Principals identified the top priority statements as: "evaluation for referred students", "evaluate personnel", and "implement programs according to regulations". Assistant principals identified the top priority statements as "promote positive attitudes", "rules for disciplineā€œ, and "implement programs according to regulations". Recommendations for further research included task analysis of competency statements to identify performance indicators that could be used in administrative training programs; cooperation between the local and state education agencies and universities in the provision of special education administration skills infused into general education administration pre- and in-service training programs; and the use of Public Law 94-142, Education of the Handicapped Act, Part B State flow through funds and Part D State personnel preparation funds as financial resources.en
dc.description.adminincomplete_metadataen
dc.description.degreeEd. D.en
dc.format.extentix, 192 leavesen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/10919/49968en
dc.publisherVirginia Polytechnic Institute and State Universityen
dc.relation.isformatofOCLC# 13550029en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1985.Y864en
dc.subject.lcshHigh school principalsen
dc.subject.lcshCompetency-based educationen
dc.subject.lcshSchool administrators -- Training ofen
dc.titleCompetencies required of high school principals in the administration of school-based special education programsen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineAdministration and Supervision of Special Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameEd. D.en

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