Principals as Leaders in Special Education: A Phenomenological Study of the Engagement in and Barriers to Principals’ Transformational Leadership Behaviors When Leading Special Education Teachers

Abstract

Limited research exists on how principals’ transformational leadership behaviors play a role in working conditions for special education teachers to reduce attrition. The purpose of this descriptive phenomenological study was to describe principals’ experiences with and barriers to transformational leadership behaviors in the special education context in public schools in North Carolina. This study was based on transformational leadership theory’s four attributes: idealized influence, inspirational motivation, intellectual stimulation, and individual consideration. Semi-structured interviews were conducted with 12 principals across 11 school districts in elementary, middle, and high schools. The findings of this study revealed principals’ transformational experiences related to aspects of exceptional children’s (EC) teacher workload, development of relationships with EC teachers, and encouragement of EC teacher growth. The barriers were related to parents and general education teachers, EC issues at the state or district level, relationships with EC teachers, principal self-efficacy concerns, and other aspects of EC teacher workload. The knowledge, resources, or skills needed to be leaders in special education were all related to the identified barriers. Principals in this study emphasized the need to build their self-efficacy when leading special education teachers and a desire to build relationships. Increased district-level support and updated special education knowledge were revealed needs. Recommendations included principals’ increased usage of idealized influence behaviors to build relationships with their special education teachers, school districts’ increased level of special education support and opportunities for professional development during the academic year, and state licensing agencies’ increased requirement of special education courses in principal preparation programs.