https://journals.sfu.ca/ijepl/index.php/ijepl <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> en-US <p>Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use after initial publication under the Creative Commons <a href="http://creativecommons.org/licenses/by-nc-sa/4.0/">Attribution-Noncommercial-Share Alike 4.0 Unported License</a>. </p><p><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License" /></a></p><p>This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</p> dlaitsch@sfu.ca (Dan Laitsch) dlaitsch@sfu.ca (Dan Laitsch) Sun, 03 Mar 2024 09:31:11 -0800 OJS 3.3.0.8 http://blogs.law.harvard.edu/tech/rss 60 https://journals.sfu.ca/ijepl/index.php/ijepl/article/view/1315 <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> Annie George-Puskar, Elizabeth Beavers, Deborah Bruns, Chloe Lindner Copyright (c) 2024 Annie George-Puskar, Elizabeth Beavers, Deborah Bruns, Chloe Lindner https://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.sfu.ca/ijepl/index.php/ijepl/article/view/1315 Sun, 03 Mar 2024 00:00:00 -0800