Factors That Impact the Perceived Confidence of Indiana Public School Principals in the Area of Special Education Practices

Abstract

The purpose of this quantitative study was to identify factors that impact the perceived confidence of Indiana school principals in the area of special education practices. This study utilized a web-based survey to assess Indiana principals‘ perceptions about their confidence related to special education practices. The variables tested included the role prior to becoming an administrator, the years of experience as an administrator, the highest degree attained by an administrator, whether an administrator has ever participated in college coursework in the preparation program related to educating students with disabilities, and whether an administrator has ever participated in any training outside of their preparation program related to educating students with disabilities.