Principals' perceptions of self-efficacy to administer special education in relation to regional education service center professional learning opportunities.

Abstract

The purpose of this doctoral study was to investigate Texas principals’ perceptions of self-efficacy to administer special education services. An additional focus was the degree to which principals perceived the professional learning opportunities based at their Regional Education Service Centers (RESCs) to be supportive of their efforts to administer special education services. In Texas, efforts at the state, regional, and local levels aligned with federal mandates and practices in a transition from compliance heavy systems of special education to one that balances compliance requirements with a focus on improving student outcomes (TEA, 2018b). RESCs are at the center of this shift (TEA, 2018b) and have the potential to develop professional learning opportunities strategically designed to support Texas principals in the administration of special education services. A statewide survey of practicing principals in November 2019 from the southwest region of the United States, specifically, Texas, provided perception and demographic data utilized in this research. The Texas Teacher Evaluation and Support System rubric served as the foundation for the survey instrument utilized in this study. The study’s research questions were addressed broadly using a variety of descriptive and inferential statistical techniques. RQ1. To what degree do principals perceive their level of efficacy in the administration of special education services? And will there be a difference in the perceived level of efficacy in the administration of special education services by gender of school administrator? RQ2. To what degree do principals perceive their level of efficacy in the administration of special education services by campus descriptor of school administrator? RQ3. To what degree do principals perceive their level of efficacy in the administration of special education services by perceived level of inclusivity? RQ4. To what degree do principals perceive their level of efficacy in the administration of special education services by special education certification status of school administrator? RQ5. To what degree do principals perceive their level of efficacy in the administration of special education services by age? RQ6. To what degree do principals perceive the level of efficacy of their RESCbased professional learning opportunities in supporting their administration of special education services?