Principals’ Perceptions of Their Preparedness to Lead Inclusive Schools for Students with Disabilities: An Action Research Study of a Principal Preparation Program on the U.S.-Mexico Border
Abstract
In the “age of accountability,” every student counts. This includes students with disabilities. Principals play a vital role in ensuring that students with disabilities receive a high-quality education. How are university-based preparation programs preparing aspiring administrators to meet the challenges of ensuring a fair and equal education for every student, including students with disabilities? Nearly 25 years ago, a study of principal preparation programs concluded that most principals were ill prepared when they began their leadership tenure. In 2009, a study found that, although there had been an increase in the number of hours that principal preparation programs required for aspiring administrators, many universities required a special education course only as an elective, not as a requirement for certification. This action research study investigated the content of one university-based principal preparation program along the U.S.-Mexico border. The results will inform university certification programs to prepare future administrators regarding laws, policies, and practices in special education.
Subject Area
Educational administration|Educational leadership|Education Policy|Teacher education|Disability studies|Special education
Recommended Citation
Estorga, Ignacio, "Principals’ Perceptions of Their Preparedness to Lead Inclusive Schools for Students with Disabilities: An Action Research Study of a Principal Preparation Program on the U.S.-Mexico Border" (2020). ETD Collection for University of Texas, El Paso. AAI27999621.
https://scholarworks.utep.edu/dissertations/AAI27999621