https://journals.sfu.ca/ijepl/index.php/ijepl/issue/feed 2024-03-03T09:31:11-08:00 Dan Laitsch dlaitsch@sfu.ca Open Journal Systems <p>IJEPL is a refereed electronic journal dedicated to enriching the education policy, leadership, and research use knowledge bases, and promoting exploration and analysis of policy alternatives.</p> https://journals.sfu.ca/ijepl/index.php/ijepl/article/view/1315 2023-09-26T12:52:36-07:00 Annie George-Puskar ageorgepuskar@fordham.edu Elizabeth Beavers beaversea@uhcl.edu Deborah Bruns dabruns@siu.edu Chloe Lindner clindner4@fordham.edu

<p>As the field of early intervention/early childhood special education (EI/ECSE) focuses intently on building, supporting, and sustaining leaders across varying contexts and roles, this study introduced the concept of self-leadership to EI/ECSE self-identified leaders. The research explores differences in self-rated skills based on role, analyzes themes of goals for developing self-leadership skills, and analyzes the measurability of goals set by participants. Fifty-six participants completed the Abbreviated Self-Leadership Questionnaire (ASLQ) (Houghton, Dawley, &amp; DiLiello, 2012), self-rated their own skills, and identified leadership goals. Results show that participants scored themselves highest on evaluating beliefs and assumptions about self-leadership. Self-identified goals resulted in three primary themes (administrative tasks, relationship building and coaching, and growth in learning). Directions for future research, policy, and recommendations for practice are discussed.</p>

2024-03-03T00:00:00-08:00 Copyright (c) 2024 Annie George-Puskar, Elizabeth Beavers, Deborah Bruns, Chloe Lindner