Principals’ Conceptions of Their Roles Supporting Self-Contained Programs for Students With Emotional/Behavioral Disorders

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2024-03-25 DOI:10.1177/07419325241237267

Elizabeth Bettini, Michelle M. Cumming, Alexandra A. Lauterbach, Hannah Morris Mathews

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Abstract

Special educators serving students with emotional/behavioral disorders (EBD) depend on their principals’ support, yet prior research has not explored principals’ roles in supporting these programs. Using constructivist grounded theory methods, we analyzed interviews with five elementary school principals about their roles in supporting self-contained programs for students with EBD. Principals held widely varying conceptions of students with EBD, visions for their program, and understandings of their own roles and responsibilities for their programs; collectively, interactions among these gave rise to principals’ senses of agency, both for the program’s capacity to be a causal agent in promoting student growth and their own capacity, as leaders, to improve the program. Our findings indicate the centrality of principals’ conceptions of EBD for how they support self-contained programs for students with EBD, which has important implications for future research and practice regarding principal leadership for special education.

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校长对自己在支持情感/行为障碍学生自主计划中的作用的看法

为有情绪/行为障碍（EBD）的学生提供服务的特殊教育工作者有赖于校长的支持，但之前的研究并没有探讨校长在支持这些项目中所扮演的角色。我们采用建构主义基础理论方法，对五位小学校长的访谈进行了分析，了解他们在支持针对 EBD 学生的独立项目中所扮演的角色。校长们对 EBD 学生的概念、对项目的愿景以及对自己在项目中的角色和责任的理解大相径庭；总体而言，这些概念、愿景和责任之间的相互作用产生了校长们的代理感，既包括项目在促进学生成长方面的因果作用，也包括他们作为领导者改进项目的自身能力。我们的研究结果表明，校长对 EBD 的概念对于他们如何支持针对 EBD 学生的自足式项目至关重要，这对未来特殊教育校长领导力的研究和实践具有重要意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.