A Study of Mississippi Special Education Teachers' Perceptions of Support by Administrators

Abstract

This study was designed to examine and analyze teachers’ perceptions of principals’ level of support of special education programs and to find the most valuable support (emotional, instructional, environmental, technical) while utilizing best special education leadership practices. This research follows a non-experimental method by using the “Administrative Support Survey” developed by Balfour (2001) to collect teachers’ perceptions of special education leadership practices. Data were collected from central Mississippi school districts. The participants responded to the survey regarding the expected and actual support received from school leadership. The independent variables for the study were teachers’ career status, teachers’ degree level, teaching main assignment, and school level. The dependent variables were special education teachers’ perception scores for emotional, instructional, environmental, and technical supports obtained through the survey. The study showed the importance of all of the identified supports, particularly emotional support, no matter the career status, teachers’ degree, teaching assignments, and school level. The emotional support provided to teachers includes the school leader’s recognition, listening, and giving the special education teachers their undivided attention while they talk