A Correlational Study on Leadership Styles of Special Education Administrators and Perceived Stress Levels of Special Educators
Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This study investigated a continuing shortage of special education teachers in the United States, causative factors, and supporting literature for the perceived problem. The problem is special educators continue to leave the field due to stress and school processes and procedures. Principals' influence on teacher stress levels, well-being, and retention has been widely documented. However, with the addition of special education administrators in buildings, a gap in research exists in identifying if special education administrators also influence the stress levels of their special educators. The purpose of the quantitative correlational study was to investigate the stress levels of special educators associated with the leadership styles of special education administrators. The transformational leadership theory and cybernetics theory were the frameworks for the study. Snowball sampling was used to recruit 40 participants (full-time certified special educators who worked for six months with their special education administrator). Data was collected through Survey Monkey utilizing a revised Teacher Stress Inventory (TSI) and The Leadership Practices Inventory (LPI). Using SPSS software, Pearson Correlation was used to analyze the data, and results revealed no statistically significant relationship between special education administrators' leadership styles and their special educators' stress levels; however, it did reveal a weak negative correlation. Recommendations for future research include investigating transformational leadership styles in conjunction with most advanced degrees, years as a leader, and participation in continuing education related to leadership.
Description
item.page.type
Other
item.page.format
Keywords
attrition, burnout, cybernetic theory, effective leaders, social-emotional learning, social-emotional well-being, special education, stress, retention, and transformational leadership theory