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A Description of the Lived Experiences of Administrators Supervising A DESCRIPTION OF THE LIVED EXPERIENCES OF ADMINISTRATORS SUPERVISING SPECIAL EDUCATION PROGRAMS: A PHENOMENOLOGICAL STUDY by Kristen Marie Richtberg Wilkins Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2020 2 A DESCRIPTION OF THE LIVED EXPERIENCES OF ADMINISTRATORS SUPERVISING SPECIAL EDUCATION PROGRAMS: A PHENOMENOLOGICAL STUDY by Kristen Marie Richtberg Wilkins A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA 2020 APPROVED BY: Gail Collins, Ed.D., Committee Chair Kathy Keafer, Ed.D., Committee Member 3 ABSTRACT The purpose of this transcendental phenomenological study was to describe how novice, public school administrators experience and learn to supervise special education programs. This study was founded in epistemological assumptions that specific knowledge is required to provide supervision for special education programs. This study was additionally framed using Knowles’ adult learning theory, which theorizes that adults bring their personal experiences to bear and are intrinsically motivated to learn information that they need (Knowles, 1970, 1973). For the purposes of this study, adult learning theory related to the lived experiences of administrators as they learn to supervise special education programs. The central research question examined was: What are the lived experiences of novice, public school administrators as they learn to supervise special education programs? A transcendental phenomenological design was utilized. Ten novice public school administrators from Virginia were selected as participants in an attempt to aggregate their shared experiences with the phenomenon of supervising special education programs. Data were collected via participant journals, interviews, and focus groups. Data were analyzed by coding, identifying themes, developing textural and structural descriptions, and arriving at the essence of the experience for participants (Moustakas, 1994). The five themes that emerged were: formal preparation experiences, not having the knowledge or expertise, daily tasks required, motivation for success, and acquiring the knowledge necessary. Ultimately, the study revealed that these novice administrators lacked the preparation to supervise special education programs, and upon discovering their inadequacies, they used intrinsic motivations and discovered the information necessary. Keywords: administration, adult learning theory, special education, supervision 4 Dedication It is with great love and pride that I dedicate this manuscript to my family, who are a constant source of love, encouragement, and blessings in my life. Mom and Dad, thank you for always pushing me to follow my heart. You taught me not only to dream but how to put in the hard work and dedication necessary to turn dreams into reality. I have always been grateful for the path you forged for our family and the example you have provided for my children and me. Thank you for being there every step of the way, for always believing me, and for helping me to achieve this goal. I love you. “Every good and perfect gift is from above” (James 1:17, The New International Version). To my children, Kevin and Madison, I am so proud to be your mom. You are truly good and perfect gifts. Please allow this manuscript to be just one way that I will show you that you can do hard things. The sky really is the limit. Always know that I am behind you every step of the way. I love you. You are my sunshine! To my husband, thank you for encouraging me to take the leap into this program and for every moment since. Your love and support have been unwavering through late nights on the computer, endless talk of research, and some tears. Thank you for helping to keep my plate clear so that I could devote the hours necessary to complete this dissertation. I appreciate your dedication to my work and to our family each and every day. I love you. 5 Acknowledgments First, I would like to acknowledge God for leading me on this beautiful journey. My life verse is “I can do all things through Christ who strengthens me” (Philippians 4:13). This dissertation is the fruit of gifts provided by Him. Thank you to my chair, Dr. Gail Collins, for being a constant source of guidance, feedback, and support through the entire dissertation process. I would also like to acknowledge Dr. Kathy Keafer, my committee member, for her expertise and feedback. I would like to thank Dr. James Swezey for pushing me to revise my research questions, seek alignment, and work harder than I ever thought possible. Thank you to Dr. Marsha Cale and Dr. Sara Sims for providing expert reviews and encouragement throughout this process. John Chambers, thank you for inspiring me to be a better writer, helping me to find the gaps, and encouraging me along the way. Thank you to my family, friends, and coworkers for your encouragement, understanding, and assistance throughout this degree program. I would like to thank my participants and the school districts that allowed me to conduct research with their administrators. Thank you for allowing me to be your voice; I hope I have served you well. Thank you to my fellow students at Liberty University for your fellowship, prayers, and academic support throughout this journey. Finally, I would like to acknowledge my former, present, and future students with disabilities. Thank you for inspiring me to be a better educator each and every day. I hope that this work makes the world a better place for you. 6 Table of Contents ABSTRACT .................................................................................................................................... 3 Dedication ....................................................................................................................................... 4 Acknowledgments ........................................................................................................................... 5 List of Tables ................................................................................................................................ 11 List of Figures ............................................................................................................................... 12 List of Abbreviations .................................................................................................................... 13 CHAPTER ONE: INTRODUCTION ........................................................................................... 14 Overview ............................................................................................................................14 Background ........................................................................................................................14 Historical Context ..................................................................................................15 Social Context ........................................................................................................17 Theoretical Context ................................................................................................19 Situation to Self..................................................................................................................20 Problem Statement .............................................................................................................21 Purpose Statement ..............................................................................................................22 Significance of the Study ...................................................................................................23 Research Questions ............................................................................................................24 Definitions ..........................................................................................................................26 Summary ............................................................................................................................27 CHAPTER TWO: LITERATURE REVIEW ............................................................................... 28 Overview ............................................................................................................................28 Theoretical Framework ......................................................................................................28 7 Related Literature ...............................................................................................................32 Special Education Programs ..................................................................................32 The Role of School Administrators .......................................................................37 The Role of Special Education Leadership ............................................................39 Administrator Preparation to Supervise Special Education ...................................46 Summary ............................................................................................................................59 CHAPTER THREE: METHODS ................................................................................................. 61 Overview ............................................................................................................................61 Design ................................................................................................................................61
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