Teacher Perceptions of Administrator Support in Special Education Classroom Management

Abstract

The problem studied was that K-12 administrators were challenged to consistently implement leadership strategies that supported novice special education teachers’ classroom management skills. The purpose of this study was to examine K-12 administrators’ support for novice special education teachers’ classroom management skills. The study was guided by three key research questions regarding how K-12 administrators described their leadership strategies in supporting novice special education teachers’ classroom management, how novice special education teachers described the strategies administrators used in classroom management, and what assistance from administrators novice special education teachers believed they needed to improve their classroom management skills. To answer these research questions, a basic qualitative study was carried out. Data were collected from two participant groups and analyzed using qualitative thematic analysis. The results of the study contribute to positive social change by offering insight into how school administrators can better support novice special education teachers. These results may benefit both novice special education teachers who require better administrative support and administrators who wish to support teachers better; moreover, the ultimate beneficiaries of improved support of special education teachers are special needs who will receive a better education.