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Journal Analysis: Collaboration, Professional Development, and Leadership Styles
in
Special Education Leadership
School of Education, Liberty University
EDSP 723: Administration and Supervision of Special Education
March 2, 2025
Abstract
Leadership in special education is a critical component in ensuring equal educational
opportunities for students with disabilities. This journal analysis examines three scholarly
journal articles that provide different perspectives on special education leadership and
administration. Lambrecht et al. (2022) focused on the influence of transformational and
instructional leadership in implementing Individualized Education Plans (IEPs). Tang et al. (2021)
examined the collaborative leadership roles of school counselors and special education
teachers. Toman and Maag (2024) explored the professional development experiences of rural
special education teachers and their impact on leadership. This analysis compares their findings,
evaluates their significance, and discusses their practical applications in higher education
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administration. The journal analysis also includes a biblical worldview, emphasizing leadership
as a means of serving others.
Keywords: professional development, collaboration, leadership, special
education
Analysis
Lambrecht et al. (2022) noted that transformational leaders build trust and encourage
collaboration, while instructional leaders focus on setting clear educational goals and providing
direct instructional support. With an emphasis on transformational and instructional leadership
styles, the authors looked at how school leadership affects the implementation of IEPs.
According to their research, instructional leadership directly affects the implementation of IEPS
while collaborative structures help transformative leadership work. This research shows a need
for a systematic approach to collaboration in order to achieve successful inclusive education.
Tang et al. (2021) expanded the leadership conversation beyond the administration and
highlighted that school counselors and special education teachers are also leaders in their
schools. The results showed that a leadership model based on collaboration enhances the
equity and inclusion efforts within the schools. Unlike Lambrecht et al. (2022), who focused on
the role of the principal in encouraging collaboration, Tang et al. (2021) asserted that the shared
leadership model improves student results. Toman and Maag (2024) offered a new view,
claiming that instructional leadership in special education is determined by professional
development accessibility. The authors highlighted that rural special education teachers are
likely to experience challenges in gaining access to high-quality professional development,
which in turn impacts their leadership. In contrast to the structured leadership models
emphasized by the other two articles, this study suggests that leadership development is an
ongoing process shaped by continuous learning opportunities.
Collaboration is a fundamental component of special education leadership in each
article, but each study examines its role from a different viewpoint. Lambrecht et al. (2022)
claimed that if the collaboration is structured, then it improves leadership effectiveness and has
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better teamwork structures that lead to more inclusive learning environments. According to
Tang et al. (2021), collaboration is seen as a vital role of leadership, and school counselors and
special education teachers participate in decision-making through shared leadership. This
shared leadership leads to a culture of teamwork where every educator is able to contribute to
student success. Toman and Maag (2024) concentrated on collaboration within professional
development, especially in the rural context. The authors also established that special education
teachers in rural areas depend on regional services agencies for training and support. Although
they employed different strategies, all three studies share the same conclusion that teamwork is
a powerful tool in enhancing leadership, enhancing student performance, and developing better
special education programs.
Effective leadership in special education faces several challenges, including limited
access to professional development (Toman & Maag, 2024), a lack of recognition for leadership
roles beyond administrators (Tang et al., 2021), and insufficient collaboration structures for
implementing Individualized Education Plans (Lambrecht et al., 2022). Lambrecht et al. (2022)
suggested that leadership training programs should prepare school leaders to be both
instructional and transformational leaders and, therefore, should be able to lead inclusive
education efficiently. Tang et al. (2021) suggested that school counselors and special education
teachers should be formally recognized as school leaders and, therefore, should be able to
assume more leadership roles. Toman and Maag (2024) emphasized the importance of
expanding professional development opportunities, particularly in rural areas, so special
educators can build the skills necessary to lead and advocate for their students.
The results of these studies have important implications for higher education
administration, especially related to teacher preparation and leadership development programs.
Lambrecht et al. (2022) argued that future educators should be trained to lead inclusive
education effectively, and thus, teacher training programs should include both transformational
and instructional leadership models. Toman and Maag (2024) stressed the importance of
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universitybased professional development in addressing the disparities in rural education so
that all teachers, regardless of location, have an equal chance to access leadership training. Tang
et al. (2021) supported a shared leadership model in higher education, where administrators
also engage faculty from diverse disciplines in decision-making processes through cross-
departmental collaboration. By incorporating these leadership strategies into higher education
administration, institutions can foster more inclusive learning environments, empower
educators, and enhance support for diverse student populations.
Serving others for a higher purpose is the foundation of true leadership. This principle
applies directly to collaborative leadership in special education, where teachers, administrators,
and school counselors work together to support students with disabilities. Colossians 3:23
states, “Whatever you do, work at it with all your heart, as working for the Lord, not for human
masters” (New International Version Bible, 1978/2011). This scripture reminds special education
leaders of the commitment and dedication they are supposed to exhibit to ensure that every
student gets an individualized, quality education. Leadership in special education is based on
the church’s example of humility and obedience to the call of service. Through faith-led
leadership, leaders of special education ensure that children are in an environment that is as
conducive to their learning as possible.
These three articles offer unique but complementary perspectives on special education
leadership. Lambrecht et al. (2022) emphasized structured leadership in IEP implementation,
Tang et al. (2021) highlighted the distributed nature of leadership among school counselors and
special education teachers, and Toman and Maag (2024) stressed the role of professional
development in shaping leadership capacity. Altogether, these articles highlight the importance
of collaboration, strong structure in leadership, and the need for continuous training of special
education administrators. When applied to higher education administration, these real-life
examples can help improve teacher and leadership preparation programs and practices in
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relation to inclusive education so that future special education leaders are well-positioned to
meet the needs of all students.
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References
Lambrecht, J., Lenkeit, J., Hartmann, A., Ehlert, A., Knigge, M., & Spörer, N. (2020). The effect of
school leadership on implementing inclusive education: how transformational and
instructional leadership practices affect individualised education planning. International
Journal of Inclusive Education, 26(9), 943–957. https://doi.org/10.1080/13603116.-
2020.1752825
New International Version Bible. (2011). New International Version Bible
Online. https://www.biblegateway.com/versions/New-International-Version-NIV-Bible/
Links to an external site. (Original work published 1978)
Tang, K. S., Fortner, K. M., & Morgan, R. D. (2021). School counselors and special education
teachers' involvement in leadership activities at their school sites. Journal of Leadership,
Equity, and Research, 7(3). Retrieved from https://eric.ed.gov/?id=EJ1322456.
Toman, G., & Maag, J. W. (2024). A survey of rural special education teachers’ professional
development experiences. Rural Special Education Quarterly, 43(3), 150-160.
https://doi.org/10.1177/87568705241258737
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