Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Cindy Petersen

Second Advisor

Marylou Wilson

Third Advisor

Robin Pierson

Abstract

Purpose: The purpose of this exploratory phenomenological study is to identify and describe the strategies used by exemplary Special Education Directors in public TK–12 schools in the greater Sacramento, California area to foster empowerment within their organizations. This study is grounded in the five variables of empowerment leadership identified by Frei and Morriss (2020): trust, love, belonging, strategy, and culture.Methodology: This phenomenological study examined the lived experiences of exemplary Special Education Directors in the greater Sacramento, California area. Using purposeful convenience sampling, ten participants who met the study’s criteria were selected. A semi-structured, open-ended interview protocol was developed collaboratively by a thematic research team consisting of five peer researchers and two faculty advisors. Data collected through interviews and artifacts were analyzed to identify themes aligned with the study’s research questions.

Findings: Analysis of data collected from of the interview and artifact data yielded 517 coded excerpts, including 506 from interviews and 11 from artifacts. The findings revealed leadership practices across five variables of empowerment leadership: trust, love, belonging, strategy, and culture.

Conclusions: Six conclusions were developed from the key findings and supporting literature. Exemplary special education directors build conditions for empowerment by (a) fostering trust; (b) balancing care with high expectations; (c) prioritizing belonging and inclusion; (d) developing and maintain organizational structures that promote positive relationships; and (e) realizing that empowering cultures are intentionally created and must be continually reinforced.

Recommendations: The researcher recommends that special education directors, districts, county offices, SELPAs and professional development providers incorporate the findings of this study into their work in preparing and supporting special education directors.  Professional development must extend beyond compliance with special education law and regulations to include the interpersonal and organizational leadership skills necessary to develop and sustain effective special education teams. In particular, the study suggests formal training should incorporate empowerment leadership strategies, and directors should have opportunities for formal mentoring and rich peer collaboration.

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