Administrator Perspectives on Teacher Leadership for Teaching Students with Extensive Support Needs Across Settings

Abstract

ABSTRACT While often understated, the role of teachers of students with extensive support needs (ESN) requires many activities associated with the concept of teacher leadership. Administrators play a key role in supporting teachers as they perform these essential leadership-oriented activities. In this study, researchers surveyed the engagement and perspectives of administrators in general and special education settings on six teacher leader competencies (TLCs) related to teaching students with ESN. Overall, special and general education administrators reported high confidence in their own ability to supervise teachers in the TLCs as well as in their teachers’ ability to implement four of the six TLCs. While no significant differences were found between the two administrator groups, some differences were noted between the type of professional development received and the levels of expectation for the following TLCs: implementing inclusive practices, supervising paraprofessionals, and adapting and developing individualized curricula. Given that administrator support has an important impact on teacher job satisfaction and retention, this study provides discussion regarding the findings and potential implications for the field.