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Special Education Teacher Leadership in Jordan: Current State and Constraints

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  • Eman Al-Zboon

    (Special Education Department, Queen Rania Faculty for Childhood, Hashemite University, Zarqa 13133, Jordan)

Abstract

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.

Suggested Citation

  • Eman Al-Zboon, 2016. "Special Education Teacher Leadership in Jordan: Current State and Constraints," Societies, MDPI, vol. 6(3), pages 1-17, June.
    • Handle: RePEc:gam:jsoctx:v:6:y:2016:i:3:p:19-:d:73010
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    References listed on IDEAS

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    1. World Bank, 2008. "The Road Not Traveled : Education Reform in the Middle East and North Africa," World Bank Publications - Books, The World Bank Group, number 6303, April.
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    Cited by:

    1. Bulan Prabawani & Sudharto Prawata Hadi & Irina Safitri Zen & Nurul Retno Hapsari & Ilham Ainuddin, 2022. "Systems Thinking and Leadership of Teachers in Education for Sustainable Development: A Scale Development," Sustainability, MDPI, vol. 14(6), pages 1-14, March.

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