Date of Award

Winter 12-12-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Dr. Timothy McCarty

Second Advisor

Dr. Robin Pierson

Third Advisor

Dr. Johnathan Greenberg

Abstract

Purpose: The purpose of this qualitative phenomenological study was to identify what early childhood special education (ECSE) teachers describe as essential knowledge and skills that experienced principals need to know and be able to do to support the three elements of the California Professional Standards for Education Leaders (CPSEL) of Standard 2, Instructional Leadership. Element A: Professional Learning; Element B, Curriculum and Instruction; Element C: Assessment and Accountability.

Methodology: This qualitative phenomenological study identified 12 ECSE teachers who described the essential knowledge and skills that experienced principals need to know and be able to do to support the CPSEL standards. The respondents were purposively chosen based on specific criteria and recommendations from an expert panel of two California county leaders in administrative roles. The researcher collected data and uploaded the findings into the NVIVO software to determine themes and patterns in the data.

Findings: The findings determined what ECSE teachers describe as the essential knowledge and skills that experienced principals need to know and be able to do to support the three elements of the CPSEL Standards 2. Nine themes, three major findings, and one unexpected finding emerged from the semistructured interview questions and artifacts.

Conclusions: The study found that understanding, knowledge, and support are essential knowledge and skills ECSE teachers describe general education administrators need to know and be able to do based on the three elements of CPSEL Standard 2. Qualitative data and a review of literature were used as evidence to support these conclusions.

Recommendations: The researcher recommends two mixed method studies be completed: (a) based on the CPSEL Standard 2 and (b) general education administrators’ knowledge of ECSE. Another recommendation: a multicase study that focuses on the challenges faced by ECSE teachers teaching on general education school sites. Additionally, it is recommended to complete a larger scale Delphi study related to the required leadership skills necessary to lead effectively and successfully in ECSE. Finally, it is recommended that this study be replicated for K-6 special education teachers.

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