Arts & Humanities Journal|IJAH

Title: THE LEADERSHIP ROLES OF SAUDI SPECIAL EDUCATION TEACHERS FROM THEIR OWN PERSPECTIVES
Authors: Mohamad Ahmad Saleem Khasawneh
Volume:4 Issue: 3
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Mohamad Ahmad Saleem Khasawneh Assistant Professor, Department of Special Education, King Khaled University, Saudi Arabia.
MLA 8 Khasawneh, Mohamad Ahmad Saleem. "THE LEADERSHIP ROLES OF SAUDI SPECIAL EDUCATION TEACHERS FROM THEIR OWN PERSPECTIVES." Int. J. Arts&Humanities, vol. 4, no. 2, Mar. 2020, pp. 71-89, journal-ijah.org/more2019.php?id=6. Accessed Mar. 2020. APA(6) Khasawneh, M. (2020, March). THE LEADERSHIP ROLES OF SAUDI SPECIAL EDUCATION TEACHERS FROM THEIR OWN PERSPECTIVES. Int. J. Arts&Humanities, 4(2), 71-89. Retrieved from journal-ijah.org/more2019.php?id=6 Chicago Khasawneh, Mohamad Ahmad Saleem. "THE LEADERSHIP ROLES OF SAUDI SPECIAL EDUCATION TEACHERS FROM THEIR OWN PERSPECTIVES." Int. J. Arts&Humanities 4, no. 2 (March 2020), 71-89. Accessed March, 2020. journal-ijah.org/more2019.php?id=6.
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Keywords: leadership; special education teacher; perceptions; educational reform
Abstract: This study examined the leadership roles of Saudi special education teachers from their own perspective and surveyed their views toward challenges in leadership. The study used the survey method, for which a questionnaire was developed and distributed to a sample of (n = 200). The results indicated that special education teachers had little experience in leadership roles, where they considered participation in conflict resolution among colleagues as their most important leadership role participation in mentoring, follow-up or training is the least important. The results of the study revealed that there were no statistically significant differences between male and female special education teachers in their level of enacted leadership. The level of education and years of experience were found to have a significant impact on the leadership level of teachers.
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