60 Research Question 2 (RQ2) The researcher met individually with each campus administrator participant to gather data to answer RQ2 through the Q-sort process. Following the Q-sort process, the researcher conducted individual post-sort interviews with each principal. Research Question 2 (RQ2) What are current challenges facing school principals in a large urban district in North Texas regarding supervising special education on their campuses? The researcher analyzed the post-sort interviews to answer RQ2 and three major themes emerged from the post-sort interviews. Participants identified significant managerial and oversight challenges in supervising special education, including difficulties in meeting service minutes, managing behavior plans, and ensuring compliance, primarily stemming from limited staffing and time constraints that also hinder instructional leadership due to complex scheduling and resource management. Additionally, establishing a supportive and effective learning environment remains a critical concern, with safety, student learning, and teacher efficacy emerging as key interrelated themes. Campus administrators emphasized that ensuring physical, emotional, and psychological safety—through trauma-informed practices, proactive behavior support, and appropriate student placement—is essential for fostering an environment where students feel secure, which, in turn, promotes engagement, behavioral growth, and overall educational success. Research Question 3 (RQ3) The researcher met individually with each campus administrator participant to gather data to answer RQ2 and RQ3 through the Q-sort process. Following the Q-sort process, the researcher conducted individual post-sort interviews with each principal. Research Question 3 (RQ3) What are the essential elements of supervising special education in school principal preparation programs? The post-sort interviews with principals and assistant principals provided data to answer RQ3 about the specialized requirements associated with supervising special education programs. To identify essential elements of special education supervision, the researcher prompted campus administrator participants to elaborate on their reasoning behind the ranking of the Texas principal competencies during the Q-sort. These post-sort interview questions yielded qualitative data pertinent to answering RQ3. The researcher utilized the MAXQDA software to perform a thorough qualitative analysis of data to create and extract codes from the post-sort interview transcripts. Analysis of the data for RQ3 revealed one major theme to identify the essential elements of supervising special education in principal preparation programs: Ethical Leadership and Collaborative School Culture. In the post-sort interviews, the researcher noted additional emphasis on creating a supportive and effective learning environment where student well-being and academic growth are prioritized. Figure 2 depicts the frequency of codes and key words that emerged during the post-sort individual interviews. Research Question 4 (RQ4) To further explore the complexities of preparing future principals for the challenges of special education supervision, the researcher convened a focus group with district leaders directly involved in shaping and implementing the district’s principal preparation program, which the researcher has referred to as “LEAD.” The focus group data was used to answer RQ4. Research Question 4 (RQ4) How does a large, urban school district in North Texas develop future school principals to prepare them to face the current challenges of supervising special education? Participants emphasized the need for strong family partnerships and clear, compassionate communication with parents, especially during challenging situations. Creating a collaborative school culture extended beyond campus walls and required community trust and transparency. Internally, campus climate was seen as a driving force for inclusive practices. Administrators underscored the importance of shared vision, adaptive leadership, and Lindsay Henderson Luján , Ed.D.
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