The Importance of Instructional Leadership in Supporting Learning Disabilities Programs: Perspectives from Saudi Educators
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| Title: | The Importance of Instructional Leadership in Supporting Learning Disabilities Programs: Perspectives from Saudi Educators |
|---|---|
| Language: | English |
| Authors: | Aisha Abdullah Alsarawi (ORCID |
| Source: | International Journal of Disability, Development and Education. 2026 73(2):335-354. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Teacher Attitudes, Instructional Leadership, Students with Disabilities, Learning Disabilities, Principals, Administrator Role, Administrator Attitudes, Gender Differences, Work Experience, Educational Attainment, Elementary Schools |
| Geographic Terms: | Saudi Arabia |
| DOI: | 10.1080/1034912X.2024.2427607 |
| ISSN: | 1034-912X 1465-346X |
| Abstract: | The success of learning disabilities programs (LPDs) depends on factors including the expertise and competencies of instructional leaders. The role of principal leadership for LDPs deserves further study in Saudi Arabia due to the lack of research in this area. Given the importance of instructional leaders in the improvement of instructional programs and student outcomes, this study explored the perspectives of principals, assistant principals, superintendents, and learning disability teachers regarding the importance of principals' instructional leadership responsibilities that support LDPs in Saudi schools. This study examined if there were any statistically significant differences between the participants' perspectives due to differences in job role, gender, years of experience, and educational levels. The participants rated the relative importance of the three dimensions of instructional leadership: a) setting targets and promoting positive learning environments, b) observing and improving instruction, and c) managing the instructional program. The findings indicated the importance of school principals moving beyond administrative responsibilities towards duties aligned with instructional leadership, and there were some differences in perceptions of administrators and teachers. The findings support the need for continued training for principals by incorporating special education leadership topics in professional development and leadership preparation programs, and increased principal accountability for LDPs. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504000 |
| Database: | ERIC |
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| Abstract: | The success of learning disabilities programs (LPDs) depends on factors including the expertise and competencies of instructional leaders. The role of principal leadership for LDPs deserves further study in Saudi Arabia due to the lack of research in this area. Given the importance of instructional leaders in the improvement of instructional programs and student outcomes, this study explored the perspectives of principals, assistant principals, superintendents, and learning disability teachers regarding the importance of principals' instructional leadership responsibilities that support LDPs in Saudi schools. This study examined if there were any statistically significant differences between the participants' perspectives due to differences in job role, gender, years of experience, and educational levels. The participants rated the relative importance of the three dimensions of instructional leadership: a) setting targets and promoting positive learning environments, b) observing and improving instruction, and c) managing the instructional program. The findings indicated the importance of school principals moving beyond administrative responsibilities towards duties aligned with instructional leadership, and there were some differences in perceptions of administrators and teachers. The findings support the need for continued training for principals by incorporating special education leadership topics in professional development and leadership preparation programs, and increased principal accountability for LDPs. |
|---|---|
| ISSN: | 1034-912X 1465-346X |
| DOI: | 10.1080/1034912X.2024.2427607 |
