Unprepared to Lead: Examining How Limited Special Education Training Impacts Campus Administrators as Instructional Leaders

• In Event: AERA Roundtable Session Friday 11:45 am
  In Roundtable Session: Preparing Principals for Complexity: Equity, Crisis, and the Future of Leadership Learning

Abstract

This conceptual literature review examines how leadership preparation programs equip or fail to equip school administrators for the demands of contemporary educational leadership, particularly in inclusive settings. Guided by a constructivist framework, the review synthesizes empirical and conceptual research to explore evolving leadership expectations, including instructional leadership, equity, and oversight of specialized programs. Drawing from 40 peer-reviewed studies, it identifies three key themes: gaps in special education training, the influence of principals’ beliefs on inclusive leadership, and limited confidence in supervising SPED instruction. Findings underscore the need for reforms in preparation programs, including SPED-specific coursework, hands-on experiences, and critical reflection on beliefs. The review offers research-informed recommendations to strengthen leadership development for today’s complex
school environments.

Author

• Carrie Anna Mitchell, University of Texas - San Antonio