Educational Justice, Transformative Leadership Practices, and Special Needs Students

Gregory Minton, M. Alayne Sullivan


This mixed methods study investigated the extent to which transformative leadership (TL)
practices of school administrators were considered with particular regard to special needs
students in various public schools in Southern California. 26 purposefully selected school
administrators rated the extent to which they employed a range of elements deemed
prototypic of transformative leadership as derived from foundational texts of social and
educational justice scholarship. Results of a quantitative survey questionnaire indicate a
strong validation of a specific range of TL attitudes and behaviors, while qualitative interview
data yields inclusive practice themes emphasized as important for working with special needs
students. The study presents important realizations for male and female, and culturally
diverse administrators as well as teachers who work with special needs students. As
importantly, the survey generated for this study is an important measurement instrument for
future research into transformative leadership values and practices.

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