Prevailing Leadership Styles among the Special Education Leaders from the Point of View of Special Education Teachers Who Teach Student with Autism in Saudi Arabia

Abstract

This study focused on the exploration of democratic and autocratic leadership styles among special education leaders from the point of view of special education teachers who teach students with Autism in Saudi Arabia. The research aimed to explore leadership styles among the special education leaders from the perspective of special education teachers who teach a student with autism in Saudi Arabia and to investigate relations among predictor variables (i.e., gender, types of school, and academic degree). The "Leadership Styles Survey" was used as an instrument to collect data. Multiple linear regression analysis was used to analyze the data. The study sample included 75 special education teachers who work with students with autism spectrum disorder in Saudi Arabia. The results suggested the average level of both democratic and autocratic leadership styles of the special education leaders was moderate. However, female leaders tended to have slightly higher levels of democratic style than males. Other than that difference, gender, school type, and degree were not strong predictors of leadership style. The outcomes of this study may help improve the work environment and quality of education students receive.

Keywords: democratic, autocratic, leadership styles, autism, special education teachers

DOI: 10.7176/RHSS/12-16-07

Publication date:August 31^st 2022