THE IMPACT OF SCHOOL ADMINISTRATOR CHARACTERISTICS,
PERCEPTIONS, AND PRACTICES ON SPECIAL EDUCATION
BY
ANTHONY TRUONG
A Dissertation submitted to the Faculty of Claremont Graduate University in
partial fulfillment of the requirements for the degree of Doctor of Philosophy
in the Graduate Faculty of Education
Abstract of the Dissertation
The Impact of School Administrator Characteristics,
Perceptions, and Practices on Special Education
by
Anthony Truong
Claremont Graduate University: 2010
Survey data from a sample of 226 school administrators and 137,601 students from
districts in four Southern California counties reveal unique facets of leadership beliefs
and practices. This survey study identified and analyzed the characteristics, perceptions,
and practices of school administrators to determine their impact on administrator selfefficacy
and teachers, school sites, students, and parents within the frameworks of
instructional and transformational leadership. In addition, the survey study examined the
influences of external factors such as school characteristics and student demographics on
school administrators. The three major study findings are (a) school administrators
generally maintain positive perceptions of their competency and effectiveness in special
education as well as that of their teachers and staff; (b) several external factors, including
the nature of parental interactions, the type and frequency of specific administrator duties,
and the composition of the student body, are strong predictors of administrators’
perceptions of self-efficacy and the incorporation of their teachers into the wider school
community; and (c) administrators utilize attributes of both the instructional and
transformational leadership models to fulfill the needs of their special education staff and
students.
THE IMPACT OF SCHOOL ADMINISTRATOR CHARACTERISTICS,
PERCEPTIONS, AND PRACTICES ON SPECIAL EDUCATION
BY
ANTHONY TRUONG
A Dissertation submitted to the Faculty of Claremont Graduate University in
partial fulfillment of the requirements for the degree of Doctor of Philosophy
in the Graduate Faculty of Education
Abstract of the Dissertation
The Impact of School Administrator Characteristics,
Perceptions, and Practices on Special Education
by
Anthony Truong
Claremont Graduate University: 2010
Survey data from a sample of 226 school administrators and 137,601 students from
districts in four Southern California counties reveal unique facets of leadership beliefs
and practices. This survey study identified and analyzed the characteristics, perceptions,
and practices of school administrators to determine their impact on administrator selfefficacy
and teachers, school sites, students, and parents within the frameworks of
instructional and transformational leadership. In addition, the survey study examined the
influences of external factors such as school characteristics and student demographics on
school administrators. The three major study findings are (a) school administrators
generally maintain positive perceptions of their competency and effectiveness in special
education as well as that of their teachers and staff; (b) several external factors, including
the nature of parental interactions, the type and frequency of specific administrator duties,
and the composition of the student body, are strong predictors of administrators’
perceptions of self-efficacy and the incorporation of their teachers into the wider school
community; and (c) administrators utilize attributes of both the instructional and
transformational leadership models to fulfill the needs of their special education staff and
students.
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