Term of Award
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Department of Leadership, Technology, and Human Development
Committee Member 1
Committee Member 2
Millions of high school students are receiving special education services from teachers who may be inconsistently performing competencies during transition planning that leads to sustainable, postsecondary success. Secondary special education teachers’ frequency of performance of transition competencies during transition service delivery are essential to fulfilling their duties and responsibilities towards effectively implementing the Individualized Education Program of students with disabilities. The purpose of this descriptive study is to examine the correlation among secondary special education teachers’ perceptions of their transition competencies’ frequency of performance, during annual transition services. This study employed a quantitative methods approach involving an adapted version of the Secondary Teachers Transition Survey to examine the association or relationships among the variables. This study’s participants consisted of 80 purposefully selected, secondary (high school) special education teachers of students with high incidence disabilities, receiving special education services within an urban, north Georgia school district. The data analyses revealed significant relationships among teachers’ perceptions of their frequency of performance across the transition domains. Additionally, the findings revealed a difference between teachers’ reported levels of self-efficacy and their frequency of performance of transition competencies across the domains. The findings of this study were anticipated to have a manifold impact on transition competencies acquisition, frequency of performance and, evaluation resulting in improved quality in the provision of transition planning services, an aspect of the provision of special education services. This study serves as a fundamental decision-making component in the systems-change process within the special education leadership framework and adds to the body of empirical research to inform the practice of special education teachers’ preparation to positively affect teachers’ perceptions of their own self-efficacy as transition planning facilitator. As well, this study serves as a reference for professional development offerings regarding transition competencies across the local, state and federal educational arenas towards improving the quality of life outcomes for students with disabilities, as they transition into postsecondary educational, competitive employment, independent living, and preferred leisure/ social settings as young adults.
Johnson, T.L. (2014). Transition competencies: an analysis of secondary special education teachers' perceptions of their frequency of performance. Doctoral Dissertation. Georgia Southern University.
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Elementary and Middle and Secondary Education Administration Commons, Special Education Administration Commons