Exploring the Mobility of Special Education Teachers into School Principal Positions
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| Title: | Exploring the Mobility of Special Education Teachers into School Principal Positions |
|---|---|
| Language: | English |
| Authors: | LaRon A. Scott (ORCID |
| Source: | Journal of Special Education. 2026 60(1):3-13. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Special Education Teachers, Principals, Teacher Promotion, Administrator Role, Minority Group Teachers, Faculty Mobility, Racism, Gender Differences, Racial Differences, Educational Attainment |
| Geographic Terms: | Virginia |
| DOI: | 10.1177/00224669251364825 |
| ISSN: | 0022-4669 1538-4764 |
| Abstract: | Research shows that without relevant support from principals, special education teachers (SETs), especially those of color, are more likely to move schools or leave the teaching profession altogether. Yet, effective administrator support remains elusive, often due to school leaders lacking competencies to effectively address the unique needs of diverse SETs. Our study in the U.S. state of Virginia analyzed licensure data files of 33,611 SETs from 2005 to 2019, with a specific focus on mobility into assistant principal or principal roles, disaggregated by race and gender. Our analysis of the state longitudinal dataset revealed that a small percentage of those who earned degrees in special education also earned a leadership endorsement, and the total number of SETs of color moving into leadership roles is consequential. We discuss the implications of these trends for supporting SETs and enhancing diversity of the school leadership pipeline. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502894 |
| Database: | ERIC |
| Abstract: | Research shows that without relevant support from principals, special education teachers (SETs), especially those of color, are more likely to move schools or leave the teaching profession altogether. Yet, effective administrator support remains elusive, often due to school leaders lacking competencies to effectively address the unique needs of diverse SETs. Our study in the U.S. state of Virginia analyzed licensure data files of 33,611 SETs from 2005 to 2019, with a specific focus on mobility into assistant principal or principal roles, disaggregated by race and gender. Our analysis of the state longitudinal dataset revealed that a small percentage of those who earned degrees in special education also earned a leadership endorsement, and the total number of SETs of color moving into leadership roles is consequential. We discuss the implications of these trends for supporting SETs and enhancing diversity of the school leadership pipeline. |
|---|---|
| ISSN: | 0022-4669 1538-4764 |
| DOI: | 10.1177/00224669251364825 |
