Principal and teacher perceptions of instructional supervision of programs for students with disabilities

Abstract

The purposes of this study were to 1) validate a conceptual framework for effective instructional supervision of special education programs by examining the perceptions of three groups of practitioners; and 2) describe the extent and importance of principal instructional supervision of special education programs in Virginia by examining the perceptions of principals, special educators, and general educators. A secondary purpose was to determine the barriers principals feel prevent them from providing effective supervision. The sample consisted of 210 principals, 404 special education teachers, and 291 general education teachers who work in mainstreamed settings.

A conceptual framework based on a comprehensive review of the literature and validated by a panel of experts formed the basis for items on the instrument. Descriptive data were gathered using two questionnaires (one for principals and one for teachers) that contained similar items describing supervisory behaviors that are needed for effective special education programs.

Data were analyzed using descriptive statistics. Frequencies, means and standard deviations were computed for all items. One-way ANOVAs with post hoc comparisons were computed to analyze differences among groups.

The major finding of this study was that both special and general education teachers believed that principals were not demonstrating many of the behaviors that characterize effective instructional supervision. Specifically, the results indicated that: 1) principals and teachers believed that all instructional supervisory behaviors were important; 2) principals' perceptions of the extent of current practices significantly greater than special and general education teachers' perceptions for most practices; 3) more special educators than general educators felt that they were not receiving effective instructional supervision from principals; 4) teachers believed that principals provided less supervision to both groups of teachers in the area of instructional programming (e.g., technical assistance with teaching and planning skills; and 5) principals indicated that a lack of time was the only barrier preventing them from providing more effective instructional supervision in programs for students with disabilities.