Term of Award

Fall 2009

Degree Name

Doctor of Education in Education Administration (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

Department of Leadership, Technology, and Human Development

Committee Chair

Barbara Mallory

Committee Member 1

Linda Arthur

Committee Member 2

Denise Weems

Abstract

The purpose of this study was to explore the extent to which principals were utilizing Marzano's 21 Leadership Responsibilities that were correlated to increased student achievement to implement, maintain, and support the inclusion programs in their schools according to the perceptions of 81 general education and 66 special education teachers participating in co-teaching inclusion programs located in Georgia's First District Regional Education Service Agency (RESA) service area. The methodology for this quantitative research study utilized descriptive statistics and independent-samples t tests. The sample was obtained from general education and special education teachers' perceptions in 18 school districts in Georgia's First District RESA service area. Overall, general education teachers observed principal leadership to a greater extent for implementing, maintaining, and supporting inclusion than did special education teachers. Furthermore, significant differences were found between general education and special education teachers' perceptions for 14 of 21 (66%) of the dependent variables for implementing inclusion, 18 of 21 (86%) of the dependent variables for maintaining inclusion, and 18 of 21 (86%) of the dependent variables for supporting inclusion.

Research Data and Supplementary Material

No

Download

Share

COinS