Enhancing Inclusive Practices in Educational Leadership: A Study on Self-Efficacy Among Aspiring Administrators in California

Abstract

The importance of meaningful integration of students with disabilities with appropriate support services has become increasingly important in recent decades. However, there are challenges in effectively preparing aspiring administrators to foster inclusive educational environments. This study explored aspiring educational leaders’ self-efficacy beliefs about inclusive practices after completing a preliminary administrative services credential (PASC) in California. This study used an explanatory sequential mixed methods approach to assess the preparedness of aspiring leaders and the factors that influence their self-efficacy based on Bandura’s social cognitive theory. Surveys and qualitative interviews shed light on how aspiring administrators perceive their readiness for administrative positions. The findings indicate that aspiring administrators feel moderately to highly prepared for overseeing inclusive practices, with key strengths in promoting collaboration and implementing differentiated learning strategies. However, challenges remain in areas such as resource management and mentorship. The study underscores the necessity for enhanced professional development focused on special education, increased emphasis on collaborative skills, and structured mentorship programs. These implications point to the importance of refining administrative credential programs to better equip aspiring school leaders for inclusive education.