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Special Education Teacher Leadership in Jordan: Current State and Constraints

Special Education Department, Queen Rania Faculty for Childhood, Hashemite University, Zarqa 13133, Jordan
Academic Editor: Gregor Wolbring
Societies 2016, 6(3), 19;
Received: 17 May 2016 / Revised: 22 June 2016 / Accepted: 24 June 2016 / Published: 29 June 2016
PDF [238 KB, uploaded 29 June 2016]


Distributed leadership can enhance the professional learning communities of schools. The present study explored the leadership experience of Jordanian special education teachers, and their perceptions of common constraints to leadership. A mixed method design was used, including a survey (n = 136) and an interview (n = 23). Results indicated that special education teachers had little experience of leadership roles. They regarded the provision of cognitive and emotional support to colleagues as their most important leadership role, and participating in interview committees and selecting new teachers as the least important. There were no significant mean differences between male and female special education teachers in their level of enacted leadership. Level of education and years of experience were found to have a significant effect on the level of teachers’ leadership. View Full-Text
Keywords: special education teacher; leadership; educational reform; perceptions special education teacher; leadership; educational reform; perceptions
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

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Al-Zboon, E. Special Education Teacher Leadership in Jordan: Current State and Constraints. Societies 2016, 6, 19.

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