Program

Education Doctorate

Year Approved

2014

First Advisor

Sullivan, Barry

Abstract

This quantitative, exploratory, descriptive study extended the research of Magone (2007) and measured the perceptions of Minnesota public school principals, superintendents, and school district attorneys regarding education law. The focus of the study was to identify a) the areas of education law are considered essential for Minnesota public school principals to know; b) the areas of education law in which public school principals have the most immediate need for continuing education; c) the areas of education law are considered critical for inclusion, or to be given priority, in Minnesota principal licensure programs; d) the avenues for continuing education that are considered most convenient and efficient for Minnesota public school principals; and e) the differences, if any, in perceptions between Minnesota and Montana public school principals, superintendents, and school district attorneys. The domain of Exceptional Children and the individual areas of Suspensions/Expulsions, Harassment (student), Staff Evaluation, and Dismissal Procedures (staff) were found to be the most essential areas as well as those also needing continuing education. Tort Liabilities and Corporal Punishment, among many law areas, were found to be most critical for inclusion in Minnesota principal licensure programs. A full-day, in-district education law training once during the summer was found to be considered the most convenient and efficient continuing education avenue for Minnesota public school principals to attain new knowledge of education law.

Degree Name

Education Doctorate

Document Type

Doctoral dissertation

Terms of Use and License Information

Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Download

Share

COinS