Abstract
This study examined how K–12 principals and assistant principals perceive their preparedness for special education leadership. Specifically, it explored the competencies most relevant to their daily work, their perceived proficiency and preparedness, the learning experiences that shaped these perceptions, and areas where additional professional learning is needed. The findings inform a set of themes and actionable recommendations for individualized, context-responsive leadership development.
Data collection was conducted via a two-phase design. In the first phase, leaders rated relevancy and proficiency across 25 special education leadership competencies. The second phase consisted of interviews during which principals and assistant principals described their essential daily practices and the training that lent to their perceived level of proficiency. Guided by three research questions, five key leadership practice domains were identified: Monitoring law and policy, instruction and inclusion, teacher support and evaluation, collaboration and communication and use of assessment data. Additionally, cross-cutting themes framed the perceived relevancy of each is contextual, as the needs of the school and the background of the leader drove which competencies were most essential to each. Further, while coursework and experience bolstered overall preparedness, leaders’ independent study and lived practices drove the highest perceived proficiency.
Implications inform the reader that a one-size-fits all competency model is insufficient, and that leadership development must reflect school context, role configuration, and the establishment of individual growth goals. Recommendations to support special education leadership growth and development include the creation of individualized learning plans aligned with school improvement priorities, mixed modality learning, and intentional mentoring and shadowing. Because the interview sample was small, findings should be interpreted as directional rather than conclusive. They are most appropriately used to inform the design of professional learning rather than establish causal relationships.
Overall, the study underscores the complexity of special education leadership and highlights the importance of tailoring professional learning to the unique contexts in which principals and assistant principals work. The findings affirm that while foundational coursework and experience matter, the most powerful drivers of proficiency are independent learning and authentic, job-embedded experiences. By prioritizing individualized learning plans, diverse professional learning modalities, and structured mentoring opportunities, school systems can more effectively support leaders in navigating the instructional, collaborative, and compliance-related demands of special education. These insights provide a practical foundation for strengthening leadership development efforts and for designing responsive supports that enhance outcomes for students with disabilities.
