Date of Award

Summer 6-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Program/Concentration

Educational Leadership

Committee Director

Karen L. Sanzo

Committee Member

Jonna Bobzien

Committee Member

Rachel White

Abstract

The purpose of this research study was to explore the education and experience of special education administrators (SEAs) and their perceptions of the effectiveness of the support they provide to probationary special education teachers (SETs), particularly in relation to the teachers' professional growth and job satisfaction. This qualitative study employed an interpretive approach, focusing on the perspectives of SEAs regarding their knowledge in special education, the workplace supports they provide, and the impact of these supports on SETs' professional development and career decisions. Data was collected from interviews with 11 SEAs who had experience supervising probationary SETs.

The findings revealed that formal training for special education administration is limited, with SEAs often relying on informal, on-the-job training to manage the complexities of their role. SEAs identified timely feedback, open communication, and a collaborative work environment as essential elements in supporting SETs' professional growth and job satisfaction. Despite the lack of formal training, SEAs believe that their relational approach and practical experience enabled them to guide teachers effectively through instructional and compliance challenges.

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DOI

10.25777/2wk3-vy83

ISBN

9798293844210

ORCID

0009-0009-9595-7975

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