This study investigated school principals’ opinions of their knowledge, skills, and leadership roles in providing services and support to students with special needs. A total of 134 respondents were included. Responses were analyzed into 4 factors; leadership in special education, leadership knowledge, leadership support, and leadership decision. Results indicate that principals have limited knowledge of special education and have not been fully engaged in special education in their leadership practice. In addition, their understanding of special education, and their experiences are related to their practice, but their gender, levels of schools they employed are not correlated with their practice. Higher education leadership programs including special education content is encouraged in order to prepare more school leaders to better support teachers and students in special education.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology