Academic Leadership of School Administrators for Special Disabilities Office for Special Education Administration, Group 2

Abstract

The purposes of this study were: (1) to investigate the level of academic leadership of school administrators in special education schools under the Bureau of Special Education Administration, Group 2; and (2) to compare the levels of academic leadership as classified by gender, educational level, age, and work experience. The sample consisted of 210 teachers selected through stratified random sampling from a population of 447 teachers working in special education schools under the Bureau of Special Education Administration, Group 2.
The research instrument was a questionnaire employing a five-point Likert scale, comprising four dimensions: curriculum and instructional management, instructional supervision, evaluation and monitoring of students’ progress, and the promotion of an academic atmosphere. The overall reliability coefficient of the instrument was .91. Data were analyzed using descriptive statistics, independent samples t-test, and one-way analysis of variance (ANOVA).
The findings indicated that the overall level of academic leadership of school administrators was high. Among the four dimensions, the promotion of an academic atmosphere demonstrated the highest mean score. Comparative analysis revealed no statistically significant differences in academic leadership levels when classified by gender and educational level. However, statistically significant differences were found when classified by age and work experience at the .05 level.