Factors influencing interprofessional collaboration of special education directors in selected regions of Texas /
The purpose of the study was to explore factors associated with special education leadership and to determine the extent to which special education directors in selected regions of Texas perceived they exhibited attributes associated with interprofessional collaboration. The respondents were asked...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2000.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=731966181&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of the study was to explore factors associated with special education leadership and to determine the extent to which special education directors in selected regions of Texas perceived they exhibited attributes associated with interprofessional collaboration. The respondents were asked to: (a) provide education credentials and teaching and supervision experience; (b) confirm or deny regular participation as an administrative team member and in external agency team meetings; and (c) provide information about the extent to which the respondents' perceived they exhibited attributes associated with collaborative leadership in the performance of their job-related duties. A survey was administered to special education directors representing approximately one-quarter of the public school districts in Texas. Frequency counts, ranges, means, and standard deviations were used to analyze all demographic data. Regression analysis was performed on the continuous data collected. Multivariate analysis of variance (MANOVA) was used to determine statistical significance in perceived collaborative leadership attributes for selected categorical demographic data collected. Formal content analysis methods were applied to the narrative data provided by the respondents in the open-ended comment section of the survey. One hundred thirty-three special education directors representing 267 independent school districts and state schools and six regional education service centers responded to the survey. The majority of the respondents had bachelor's and master's degrees. None of the nine earned doctorates reported were in special education. Most of the respondents held certifications in special education teaching and in school administration or educational diagnostics. Respondents reported regular participation in administrative and agency team meetings and indicated strengths in collaborative leadership skills. Regression analyses of years of experience resulted in statistical significance in the group process skills domain. None of the MANOVA analyses resulted in statistically significant results but did suggest value added by post master's work. The data collection and analysis began a process to identify the characteristics and perceptions of collaborative attributes of current special education leadership. The results support the need for comprehensive and responsive preparation programs specific to the needs of students with disabilities and their families. Training in legal and educational aspects of service delivery as well as collaborative, community-based integrated service methods is recommended. |
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| Item Description: | Vita. "Major Subject: Educational Psychology". |
| Physical Description: | xiv, 200 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 130-146). |