Date of Award

Fall 11-20-2023

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Cindy Petersen

Second Advisor

Alan Enomoto

Third Advisor

Lisa Simon

Abstract

Purpose: The purpose of this exploratory phenomenological study was to identify and describe the strategies used by special education directors to build an adaptive capacity based on the five key characteristics of adaptive leadership identified by Heifetz et al. (2009).

Methodology: This phenomenological study explored the lived experiences of special education directors serving in unified public school districts in Los Angeles, Orange, and San Bernardino counties in California. Purposeful, convenience sampling was used to identify the 10 participants who met the study’s criteria. The semistructured, open-ended interview protocol was developed by a thematic research team of nine peer researchers and three faculty advisors. Data collected from interviews and artifacts were analyzed to identify themes related to the study’s research questions.

Findings: Analysis of the data collected from interviews and artifacts resulted in 520 frequencies across 22 major themes and nine key findings. From the themes and key findings, seven major findings emerged.

Conclusions: Six conclusions were drawn based on the major findings and supporting literature. Special education directors build organizational adaptive capacity by (a) establishing trust through psychological and physical safety, (b) sharing work with input and feedback, (c) giving autonomy and authority for decision making, (d) encouraging growth through mentorship and coaching, (e) modeling practices for reflection and learning, and (f) building strong relationships to endure challenges.

Recommendations: The researcher recommends that county offices of education, Special Education Local Plan Areas (SELPAs), and districts develop a plan that communicates common leadership strategies aligned to Heifetz et al.’s (2009) five key characteristics of adaptive leadership. Administrative credentialing programs need to provide professional learning standards specific to special education and address the key characteristics significant to building adaptive capacity. To support the success of special education directors, county offices of education, SELPAs, and districts need to provide access to mentorship and training on how to become an effective coach. Relationship building should be encouraged through collaborative networks established by county offices of education and SELPAs to support the learning and reflection of special education directors and through the expectations of district leaders to create a quarterly connection among team members.

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