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School Counselors and Special Education Teachers Involvement in Leadership Activities at Their School Sites
Tang, Kimmie S., Fortner, Kitty M., Morgan, Ronald D.

School Counselors and Special Education Teachers Involvement in Leadership Activities at Their School Sites

Education & Pedagogy Published 2021 Verification Pending

Overview & Synopsis

Effective leadership comes from different educators on school campuses, including school counselors (SCs) and special education (SE) teachers. Recent studies showed how important and effective school counselor and special education teacher leaders can be at school sites. Having a shared or collaborative leadership model supports diversity and equity in schools. To better support the collaborative nature of school leadership, this project focused on: What levels of leadership do special education teachers and school counselors exert at their school sites? This study explored both the effectiveness and importance of special education teachers and school counselor leaders through a literature review and qualitative semi-structured survey. The participants surveyed were currently working in K-12 schools as counselors, special education teachers, and principals. Findings showed how school counselors and special education teacher leaders work with principals to help increase the culture of success at schools.

Indexed from repository: ERIC (Education Resources) (eric.ed.gov)

Document Information

Document Title School Counselors and Special Education Teachers Involvement in Leadership Activities at Their School Sites
Author / Organization Tang, Kimmie S., Fortner, Kitty M., Morgan, Ronald D.
Subject & Discipline School Counselors, Special Education Teachers, Role
Categories Education & Pedagogy
Publication Year 2021
License / Rights Public Domain / Open Access Educational Resource
Resource Verification Listed PDF (Verification Pending)
Original Host Website ERIC (Education Resources) (eric.ed.gov)
File Format application/pdf (Portable Document Format)
Language EN
Catalog ID DOC-277549
Original Source Link Visit Source Page on eric.ed.gov »