All ETDs from UAB

Advisory Committee Chair

Loucrecia Collins

Advisory Committee Members

Tondra Loder-Jackson

Boyd Rogan

Louann Worthington

Deborah Voltz

Document Type


Date of Award


Degree Name by School

Doctor of Education (EdD) School of Education


ABSTRACT This qualitative study looked at the lived experiences of middle school and high school administrators when leading and implementing the No Child Left Behind Act of 2001 (NCLB) and additional mandates of NCLB of 2004 for students with disabilities in their schools. An attempt was made through face-to-face interviews to explore and exam-ine what experiences and training these administrators had as the instructional leader for students with disabilities. NCLB mandates placed stipulations for school success in the hands of the school administrators. In an era of high stakes accountability, the traditional role of the school administrator as the disciplinarian and manager has transitioned into a role where the administrator functions as the instructional leader, communicator and col-laborator of school data. These multiple and complex role changes have affected the way administrators function in schools. Because of the NCLB mandates for accountability and instructional standards administrators have begun to express training concerns as the instructional leaders. Previously, traditional leadership preparation programs train leaders based on old expectations and requirements for leaders. At this time some leadership pro-grams are changing and updating programs for leaders. With this in mind, colleges and universities have a responsibility to meet the training needs of school administrators by forming future partnerships with school districts to update and realign course expecta-tions and requirements for leaders in schools today. With this in mind, the purpose of this phenomenological study was to explore and examine the perception of school administra-tors of their ability when leading and implementing NCLB mandates in secondary schools.

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