Exploring the Practice of Responsible Leadership Through the Lens of Teachers With Disabilities

• In Event: Exploring the Dynamics Between Principals and Teachers

Abstract

Teachers with disabilities are underemployed and underrepresented in the teacher workforce. Addressing these inequities in education necessitates having a better understanding of teachers’ experiences and the role that school administrators’ actions have in those experiences. Drawing on qualitative data from teacher interviews and letters written to future teachers with disabilities, this study uses the framework of “responsible leadership” as a means to organize the analysis and findings of school leaders’ practices. Identifying and understanding practices of responsible leadership with teachers with disabilities informs how administrators may create cultures of inclusion and enact socially responsible and socially just leadership in schools.

Authors

• Michelle L. Damiani, Rowan University

• Cecile H. Sam, Rowan University