Principal preparation programs need to be designed to meet the challenges of the 21st century. Current federal legislation, such as the No Child Left Behind (NCLB) Act (2001), states that schools are accountable for the academic progress of all students. The Individuals with Disabilities Education Improvement Act (IDEIA) (2004) is federal legislation particularly relating to students with disabilities. It fully supports the accountability measures of NCLB.
The study was designed and conducted as descriptive survey research. The purpose was to gain insight into and accurately depict the perceptions of principals of schools in Ohio which includes at least one primary grade level (kindergarten, first, second and/or third grade) regarding special education. A questionnaire was designed based upon the work of Bateman and Bateman (2006), who identified specific elements of special education which are critical for principals to be effective in their work. Principals self-reported their perceived knowledge of and importance of preparation for these elements through a multi-anchored scale. Validity, utility, and reliability of the instrument were verified through an expert panel, a pilot study, and statistical analyses. The data sample included 194 respondents.
Overwhelmingly, the principals believe that they were not adequately prepared in their principal preparation program for many of their responsibilities as it relates to special education, learning mostly on the job. They identify which elements of special education are critical to their effectiveness. The highest priority involved three components: staffing and evaluation of personnel; discipline of students with disabilities; and inclusive practices. When analyzing the professional development needs of practicing principals clear areas of focus were identified. The highest priority involves those elements relating to inclusive practices.