Mona Mayoud AlKhudadi
Assistant Professor, Department of Special Education, College of Education, Al Baha University, Al Baha, Saudi Arabia
Volume: 17 | Issue: 4 | Pages: 147-161 | December 2025 | https://doi.org/10.54940/ep38953623 | PDF
Received:12/08/2025 | Received:13/09/2025 | Accepted:22/09/2025
Corresponding Author: [email protected]
Abstract
This study aims to investigate and understand teacher leadership within programs and institutes for female students with intellectual disabilities, from the perspectives of special education teachers and ad-ministrative staff. The study employed a phenomenological research design; data were collected through conducting semi-structured interviews with 15 participants. Findings revealed a limited under-standing of teacher leadership, often perceived as tied solely to formal administrative roles. Participants also reported the marginalization and isolation of intellectual disability teachers, who frequently per-formed roles outside the classroom. Furthermore, the study identified various psychological, social, financial, and administrative challenges that hinder effective teacher leadership. Key recommendations for enhancing teacher leadership included fostering a positive school culture around intellectual disability, promoting staff collaboration, empowering special education teachers, and providing field-based leadership programs for development.
Keywords
Teacher Leadership, Intellectual Disability, Teachers, Perceptions.
How to Cite
AlKhudadi , M. (2025). Teacher Leadership in Programs and Institutes for Students with Intellectual Disabilities: Voices from the Field. Journal of Umm Al-Qura University for Educational and Psychological Sciences, Vol17(4), pp147-161. https://doi.org/10.54940/ep38953623
License
1658-8177/© 2025-by the Authors. Published by-J. Umm Al-Qura Univ. for Edu. and Psychological Sci.-This is an open-access article distributed under the terms and conditions of the https://creativecommons.org/licenses/by-nc/4.0/-