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Research - 3 Teacher Perceptions of Administrator Support in Special Education Classroom Management
Rhonda Raglin Abramson (2023)
MA, American Intercontinental University,
2004 BS, Capital University,
1998 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2023
Analyzed and reported by: Charinya Katherine Demaine
Research Objective:
The purpose of this study was to examine how K-12 administrators in Ohio support novice special education teachers in developing classroom management skills. This research addressed a gap identified in existing studies on administrative support for special education teachers. By gathering perspectives from both administrators and novice teachers, the study aimed to provide a more comprehensive understanding of the support dynamics and potential mismatches in perception. The findings could help administrators better understand how their support is interpreted by teachers and improve their strategies for supporting novice special education teachers.
Literature review:
Bandura’s Social Learning Theory (SLT) - SLT emphasizes that learning occurs in a social context and can happen through observation, imitation, and modeling. Learning progresses through four stages: observation (environmental exposure), retention (cognitive processing), reproduction (behavioral execution), and motivation (reinforcement or rewards).
Administrative Support: - Effective administrative support plays a vital role in reducing teacher burnout, enhancing classroom management, and retaining special education teachers.
Challenges for Novice Special Education Teachers: Researchers (e.g., Grant, 2017; Tikkanen et al., 2020) highlight that the absence of administrative support exacerbates these challenges, leading to higher attrition rates.
Teacher Self-Efficacy and Retention: Administrative support, such as mentoring and professional development, directly impacts teacher confidence and effectiveness (Hester et al., 2020; Park & Shin, 2020).
Classroom Management in Special Education: Effective classroom management is critical for maintaining learning environments, particularly for students with special needs.
Professional Development and Training: Continuous training and mentoring improve novice teachers’ competencies in handling special education challenges.
Collegial and Organizational Support: Collaborative environments and peer support contribute to workload manageability and stress reduction.
Measurement design:
The study employs a basic qualitative approach, suitable for exploring subjective phenomena such as perceptions of support. Data is collected using open-ended, semi-structured interviews guided by a pre-prepared interview protocol for both novice special education teachers and K-12 administrators. One-on-one interviews conducted via Zoom, lasting about 60 minutes, are audio-recorded and transcribed.
Conceptual Framework, Variables, and Operationalization
The main constructs studied are "administrative support" and "classroom management strategies." These are operationalized through themes derived from participant narratives, exploring perceptions, experiences, and expectations.
This measurement design aligns with the study's goal of exploring subjective experiences and perspectives to inform administrative practices and policy development for supporting novice special education teachers.
Application of Bandura’s Social Learning Theory to understand how novice teachers learn classroom management skills. Exploration of observational learning, retention, reproduction, and motivation in the context of teacher support and development.
Research Methodology
Research Design - Basic qualitative research design
Chosen to investigate subjective experiences and perceptions.
Focuses on understanding "how" and "why" phenomena occur, rather than measuring them quantitatively.
Research Questions - The methodology addresses three key research questions:
How do K-12 administrators describe their leadership strategies in supporting novice special education teachers’ classroom management?
How do novice special education teachers describe the strategies administrators use to support them in the area of classroom management?
What assistance from administrators do novice special education teachers believe they need to improve their classroom management skills?
Participants
Target Population:
Novice special education teachers with five or fewer years of experience.
K-12 administrators (principals, vice-principals, superintendents).
Sample Size:
A small, purposeful sample of 5–7 participants from each group to ensure in-depth data collection.
Selection Criteria:
Teachers currently working in special education settings.
Administrators responsible for supporting classroom management in schools.
Data Collection
Method: Semi-structured interviews
Conducted individually using open-ended questions to gather detailed responses.
Questions designed to elicit insights into participants’ perceptions and experiences regarding administrative support and classroom management.
Delivery Mode: Interviews were conducted via Zoom due to logistical constraints.
Recording and Transcription:
Interviews were audio-recorded with participant consent.
Transcripts were created for detailed analysis.
Instrumentation
Interview Guides:
Separate guides were developed for teachers and administrators.
Questions aligned with the research questions and informed by Bandura's Social Learning Theory.
Data Analysis
Approach: Thematic Analysis (Clarke & Braun, 2014)
A systematic process for identifying, organizing, and interpreting themes within the qualitative data.
Steps included:
Familiarization with data through repeated reading of transcripts.
Generating initial codes to represent key ideas.
Searching for patterns and grouping codes into broader themes.
Reviewing themes to ensure alignment with research questions.
Defining and naming themes to construct meaningful narratives.
Software: Use of qualitative analysis tools (NVivo) to manage and analyze data systematically.
Findings:
Administrators’ Leadership Strategies (RQ1):
Administrators highlighted their role in mentoring, providing resources, and fostering communication to support novice special education teachers.
Leadership strategies often included organizing professional development and offering observational feedback to improve classroom management skills.
A mismatch was noted between administrators’ perceived effectiveness of their strategies and how they were received by teachers.
Novice Teachers’ Perspectives on Support (RQ2):
Teachers valued administrative support but often felt it was inconsistent or insufficient, particularly in dealing with challenging student behaviors.
Teachers identified gaps in communication and noted a lack of hands-on, specific advice tailored to their unique classroom contexts.
Many expressed the need for visible administrative presence and actionable feedback in managing behavior.
Novice Teachers’ Needs (RQ3):
Teachers emphasized the necessity of personalized assistance from administrators, such as more direct intervention in classroom management challenges.
They desired better access to resources like training, classroom aides, and structured support programs.
Alignment between administrators’ support strategies and teachers’ expectations was a recurring concern.
General Observations:
There is a disconnect between what administrators believe teachers need and what teachers actually find helpful.
The support provided by administrators is often perceived as generic and not adequately addressing the complexities of managing special education classrooms.
Teachers and administrators both recognize the value of collaboration, yet mechanisms for achieving it effectively are lacking.
Sample of emerging themes from the research.
Strengths:
The strengths of the study contribute to its credibility, depth, and relevance in addressing the research questions.
1. Relevance of Topic - The study addresses a significant issue: the support needed by novice special education teachers for effective classroom management.
2. Practical Implications - The findings provide actionable recommendations for improving administrative practices, with potential benefits for teachers, administrators, and students.
3. Dual Perspectives - The study includes both novice special education teachers and administrators, offering a comprehensive view of the issue.
4. Conceptual Framework - Bandura’s Social Learning Theory provides a robust theoretical foundation, helping to frame and analyze how learning and support occur within social contexts.
6. Contribution to Positive Social Change - The study emphasizes the societal benefits of improved administrative support, including better teacher retention, enhanced classroom management, and improved educational outcomes for students with special needs.
Limitations
1. Limited Generalizability - The study is restricted to novice special education teachers and administrators in Ohio.
2. Focus on Subjective Perceptions - The study relies exclusively on qualitative data, specifically self-reported perceptions.
3. Sampling Constraints - Participants are limited to novice teachers with five or fewer years of experience and K-12 administrators. More experienced teachers, who might offer valuable insights, are excluded.
4. Theoretical Framework Exclusivity - While Bandura’s Social Learning Theory provides a strong foundation, it might not fully account for the complexities of the relationships between administrators and teachers or the systemic factors influencing support.
5. Narrow Scope of Data - The study’s data is limited to one-on-one interviews, which may not fully capture the breadth of experiences or triangulate findings with other data sources (e.g., classroom observations, administrative policies, or quantitative surveys).
While the study is insightful and provides a strong foundation for understanding the perceptions of administrative support, its weaknesses limit its applicability and depth. Addressing these issues in future research—such as incorporating quantitative methods, broader sampling, or longitudinal designs—could enhance the study's impact and utility.
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