001553338 001__ 1553338
001553338 005__ 20240713003306.0
001553338 0247_ $$2doi$$a10.58090/usi.1553338
001553338 037__ $$aIR
001553338 041__ $$aeng
001553338 245__ $$aAspiring Administrator’s Self-Efficacy Beliefs About Inclusive Practices After Completion of a Preliminary Administrative Services Credential Program in California
001553338 269__ $$a2024-06-18
001553338 520__ $$aThe meaningful integration of students with disabilities, supported by appropriate services, has gained increasing importance in recent decades. However, effectively preparing aspiring administrators to foster inclusive educational environments remains a challenge. This dissertation explores the self-efficacy beliefs of aspiring educational leaders regarding inclusive practices after completing a preliminary administrative services credential. Utilizing an explanatory sequential mixed methods approach, the study assesses the preparedness of these aspiring leaders and the factors influencing their self-efficacy based on Bandura's social cognitive theory. Surveys and qualitative interviews reveal how aspiring administrators perceive their readiness for administrative roles. The results provide valuable insights into the aspects of preparation programs that impact leaders' self-efficacy concerning inclusive practices. Through this research, institutes of higher education and local educational agency Preliminary Administrative Services Credential programs can enhance their support for candidates by offering additional coursework in inclusive practices and supports for students with disabilities.
001553338 6531_ $$aaspiring administrators
001553338 6531_ $$ainclusive practices
001553338 6531_ $$aself-efficacy
001553338 7001_ $$aLynn, Diana$$uUniversity of Southern Indiana
001553338 8564_ $$953e2cbb8-c742-4bee-ae0e-3ff73fa689b6$$s1955409$$uhttps://library.usi.edu/record/1553338/files/D%2C%20Lynn%20Final%20Dissertation.pdf
001553338 909CO $$ooai:library.usi.edu:1553338$$pGLOBAL_SET
001553338 980__ $$aDISSERTATION