Administrator training, confidence, and knowledge in special education

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dc.contributor.advisorOrnelles, Cecily
dc.contributor.authorBarcarse, Tierney
dc.contributor.departmentEducation
dc.date.accessioned2025-06-27T22:21:52Z
dc.date.available2025-06-27T22:21:52Z
dc.date.issued2025
dc.description.degreePh.D.
dc.identifier.urihttps://hdl.handle.net/10125/111115
dc.subjectSpecial education
dc.subjectEducational administration
dc.subjectEducational leadership
dc.subjectAdministrator Confidence
dc.subjectAdministrator Knowledge
dc.subjectAdministrator Training
dc.subjectFree and Appropriate Public Education
dc.subjectSpecial Education Administration
dc.subjectSpecial Education Leadership
dc.titleAdministrator training, confidence, and knowledge in special education
dc.typeThesis
dcterms.abstractThe purpose of this sequential explanatory mixed-method study was to understand the relationship among administrator training and experience in special education, the administrators’ background (e.g., training and experience) and their training needs in special education as related to the Council for Exceptional Children’s (CEC) 2015-2019 Special Education Administrator Standards. Survey participants included 65 school-level, district-level, and state-level administrators in the state of Hawai’i. The first phase of this study was designed to understand administrator confidence in special education. The second phase of this study was to understand how administrators administer special education, that is, evidence of their ability to apply knowledge or information as communicated through examples provided in the semi-structured interview. The survey was designed to understand the perceived knowledge of administrators in special education while the interview was designed to understand the actual knowledge of administrators in special education. Results indicated that administrators felt fairly confident in their knowledge of special education across domains such as assessment, curricular content knowledge, programs and services, leadership and policy, and collaboration. However, results of the interviews indicated that administrators lacked the actual knowledge needed to effectively support special education teachers in the implementation of special education. This study indicates a need for administrator training in special education that is on-going, relevant, and practical.
dcterms.extent222 pages
dcterms.languageen
dcterms.publisherUniversity of Hawai'i at Manoa
dcterms.rightsAll UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.typeText
local.identifier.alturihttps://www.proquest.com/LegacyDocView/DISSNUM/31993542

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