56 to schools in urban districts left the Texas public school system after five years (Superville, 2019). In Texas, 21.1% of school principals left the profession in 2023–2024 and principal attrition averaged 16% from 2015–2020 (Landa, 2024). The increasing challenges facing the modern principal are contributing factors to the high rates of turnover, and school districts need strong preparation programs to develop leaders who will meet these challenges head on. Examining the elements of effective leadership and the current issues school leaders face provides guidance to the content and structure of leadership development programs recommended to district leaders. Three areas of research literature pertinent to the current study are explored: a) effective leadership, b) challenges facing the modern principal, including the supervision of special education, and c) principal preparation models. Research on Q methodology is also introduced. Effective Leadership Effective school leadership encompasses a range of models including transformational, servant, ethical, and instructional leadership. Kouzes and Posner (2017) identified five practices essential to successful leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart. These practices align with educational leadership models that emphasize trust, collaboration, and equity. Similarly, ethical leaders demonstrate fairness and accountability (McManus Warnell, 2015), while servant leaders prioritize the growth and well-being of their school communities (Greenleaf, 1977). Challenges Facing Modern Principals Principals must juggle instructional oversight, school climate, teacher retention, and increasing student needs. These challenges are compounded by demands for cultural responsiveness, data-driven decision-making, and compliance with state and federal accountability standards. The COVID-19 pandemic exacerbated these issues, particularly for students requiring intensive interventions. In Texas, the number of students qualifying for special education continues to rise, and principals are often the front line for ensuring service compliance (FitzGerald et al., 2023; Yell & Bradley, 2024). Supervising Special Education Supervising special education requires deep familiarity with federal mandates such as Individuals with Disabilities in Education Act (IDEA) and Section 504. Principals are responsible for ensuring compliance with Individualized Education Programs (IEPs), managing related services, collaborating with families, and supporting both general and special education teachers (Bateman & Bateman, 2014; DiPaola & Walther-Thomas, 2003). The legal and instructional complexity of special education supervision places significant strain on school leaders, especially when district support is limited. Principal Preparation Models Traditional university-based programs provide foundational theory but often lack practical training in special education supervision. Alternative certification programs may be accelerated but can sacrifice depth for expediency (Marble, 2024; Parylo, 2013). In response, many districts have created district-developed or “growyour-own” leadership programs tailored to local contexts (McConnell et al., 2021). These programs typically include mentorship, field-based learning, and systems training aligned to district goals. Research Design: Q Methodology The current study employed Q methodology, a mixedmethods approach uniquely suited to exploring subjective perspectives. Q methodology blends both quantitative and qualitative research traditions to systematically study how individuals prioritize or value particular beliefs, opinions, or competencies (Watts & Stenner, 2012). Unlike traditional survey research that aggregates responses into central tendencies, Q methodology seeks to identify shared viewpoints across a group of participants while preserving the subjectivity of individual responses. The goal of the current study was to determine which Texas principal competencies were considered most critical for supervising special education, as well as to examine the challenges principals face in this area and the extent to which preparation programs address those challenges. Lindsay Henderson Luján , Ed.D.
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