Date of Award
Fall 10-7-2022
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
School
Education
Committee Chair
Dr. David Lee
Committee Chair School
Education
Committee Member 2
Dr. Lilian Hill
Committee Member 2 School
Education
Committee Member 3
Dr. Thomas Lipscomb
Committee Member 3 School
Education
Committee Member 4
Dr. Peter Paprycki
Committee Member 4 School
Education
Committee Member 5
Dr. Kyna Shelley
Committee Member 5 School
Education
Abstract
Teacher shortage has been a growing problem. With the increase of teacher shortages, some areas are being impacted more intensely. Special education is one of the areas most impacted by the shortages. Common reasons exist as to why teachers are leaving the field or profession. These reasons may be personal or professional related. Some of the professional reasons for leaving pertain to the school’s administration and the way special education teachers are treated. Principal support is cited as one of the primary indicators of teacher satisfaction. Literature supports the analysis that a principal’s leadership heavily determines a teacher’s job satisfaction. The theory of planned behavior is used to weigh the teacher’s attitude and intention. This paper seeks to determine if there is a correlation between the teacher’s attitude towards the principal’s knowledge of special education policy and procedure and the teacher’s intent to stay in the current school or placement.
ORCID ID
0000-0002-1214-3776
Copyright
2022
Recommended Citation
Clark, Tara, "Principals' Knowledge of Special Education Policy and Procedure and the Special Education Teachers' Intent" (2022). Dissertations. 2059.
https://aquila.usm.edu/dissertations/2059
Included in
Disability and Equity in Education Commons, Educational Leadership Commons, Educational Methods Commons, Other Education Commons, Other Teacher Education and Professional Development Commons, Special Education Administration Commons, Special Education and Teaching Commons