Campus Location
Dallas Campus (Online)
Date of Award
11-2024
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
John A. Harrison
Second Committee Member or Secondary Advisor
Laura A. Perry
Third Committee Member or Committee Reader
Julie Lane
Abstract
This study focused on the perceptions of secondary-level administrators about dyslexia instruction and their decision-making process in teacher placement within a Texas school district. Using transformative leadership theory, the researcher’s aim was to address the instructional needs of students with dyslexia and help catalyze educational change. The research involved a qualitative descriptive approach to explore administrators’ perspectives and practices. Findings revealed that dyslexia affects approximately 15%–20% of the U.S. population. Despite intellectual capabilities, individuals with dyslexia face persistent struggles in reading and writing because of neurobiological differences. The specific problem addressed was the lack of understanding among school administrators about dyslexia instruction and teacher training, contributing to the academic achievement gap between students with dyslexia and those without. The research was framed within the paradigm of program evaluation, focusing on assessing the effectiveness of dyslexia instruction and leadership practices. The researcher conducted qualitative interviews and a focus group discussion with 13 secondary school administrators working in the district. The research themes highlighted the critical impact of caring for students by certified teachers who excel in classroom management, are trained to meet diverse student needs, and exhibit leadership qualities that inspire and intellectually stimulate students, thereby improving learning outcomes and academic performance. Administrators considered factors like emotional intelligence, authenticity, knowledge, and competence in placing teachers for dyslexia training. They recognized the role of transformative leadership in addressing students’ needs.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Walker, Christina M., "School Administrators’ Perspectives on Dyslexia and Transformational Leadership and Implications for Teacher Placement" (2024). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 822.
https://digitalcommons.acu.edu/etd/822
Included in
Educational Leadership Commons, Language and Literacy Education Commons, Secondary Education Commons, Special Education and Teaching Commons