Date of Conferral

7-17-2026

Date of Award

July 2026

Degree

Ph.D.

School

Education

Advisor

Emily Green

Abstract

Adequate training and professional development enhance school principals’ effectiveness in leading inclusive K-12 schools. The problem addressed in this study was the gap in the literature on K-12 principals’ perceptions of the essential elements of preparation and ongoing professional development needed for effective leadership in inclusive educational settings. The purpose of this qualitative study was to explore K-12 school principals’ perceptions of essential components of preparation for effective leadership and the role of ongoing professional development in enhancing their effectiveness as leaders in inclusive educational settings. Beard’s engaged school leadership theory served as the conceptual framework. For this basic qualitative design, data were collected through semistructured interviews with 12 K-12 public school principals across the United States. Through thematic analysis, the following three themes emerged: improve training for future K-12 principals; mastering special education law, policy, and cultural competence; and challenges and frustrations in inclusive education. The findings contribute to the literature on principal preparation. Improving effective leadership in inclusive educational settings could foster positive social change by benefiting students and actively engaging supportive stakeholders. All students benefit from effective inclusion, which, in turn, benefits society as a whole.

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