WHITLOWE R. GREEN COLLEGE OF EDUCATION
Doctoral Proposal Defense Announcement
An Investigation of the Relationship between Ethical Leadership and
Students with Autism Spectrum Disorder.
(December 2013)
Tamiko D. Frank, B.B.A., Texas Southern University,
M.Ed., Prairie View A&M University
Chair of Advisory Committee: Lisa D. Hobson, Ph.D.
Autism Spectrum Disorder (ASD) is drawing much attention in the educational sector
today. ASD is defined as a span of neurological disorders that make communication and social
development difficult for those who are diagnosed (National Institute of Neurological Disorders
and Stroke [NINDS], 2013). Asperger Disorder and Pervasive Developmental Disorder – Not
Otherwise Specified (PDD-NOS) are identified as two of its milder forms. Nationwide, children
with ASD demonstrate scant high school graduation rates (Texas National Council on Autism
and Pervasive Developmental Disorders, [Council], 2012). Based on the review of literature and
information provided by Texas Education Agency (2010), retention rates for students with ASD
were 49.6% in the state of Texas for the 2008-09 school year. Retention rates for students with
disabilities are adversely impacted by the inability of school stakeholders to meet predetermined
goals and objectives outlined in their individualized education program (IEP; TEA, 2010). Thus,
graduation for students with ASD may become more realized when educators are better prepared
to support the needs of diverse student populations.
In the current study, the researcher will utilize a conceptual framework comprised of
Kirkpatrick and Locke’s (1991) six leadership traits and Shapiro and Stefkovich’s (2005) Ethic
of Profession. A review of literature reveals two schools of thought. First, a superintendent’s
responsibilities include effective leadership practices that are demonstrated by definite leadership
traits. Second, the requirements determined by Texas Administrative Code (1999), makes a
superintendent liable to make decisions that are fostered with great expression of ethical
uprightness.
The purpose of this quantitative correlational study is to explore the relationship between
ethical leadership of superintendents in Texas and the following variables:
1. The implementation of comprehensive professional development for general
educational teachers of students with Autism Spectrum Disorder (ASD);
2. The development of effective learning environments for students with ASD; and
3. Graduation rates for students with ASD.
Additionally, researcher seeks to examine the extent certain variables, emerging from the
literature on ASD, can predict the high school graduation rate of students with ASD.
The Research Questions
The following research questions undergird this study:
1. What is the relationship between superintendents’ ethical leadership and the
implementation of comprehensive professional development for general educational
teachers of students with Autism Spectrum Disorder in Texas?
2. What is the relationship between superintendents’ ethical leadership and the
development of effective learning environments for students with Autism Spectrum
Disorder in Texas?
3. What is the relationship between superintendents' ethical leadership and graduation
rates for students with Autism Spectrum Disorder in Texas?
4. To what extent can the following variables predict high school graduation rates of
Texas students with Autism Spectrum Disorder:

superintendents' ethical leadership,

implementation of comprehensive profession development,

technology integration, and

transition services?
Research Hypotheses
H1 There is a correlation between superintendents’ ethical leadership and the
implementation of comprehensive professional development for general educational
teachers of students with ASD in Texas (H1: p ≠ .00).
H2 There is a correlation between superintendents’ ethical leadership and the
development of effective learning environments for students with ASD in Texas (H2: p ≠
.00).
H3 There is a correlation between superintendents’ ethical leadership and graduation rates
for students with ASD in Texas (H3: p ≠ .00).
H4 Superintendents’ ethical leadership and implementation of comprehensive
professional development, technology integration, and transition services can serve as
predictors of graduation rates for students with ASD in Texas (H4: p ≠ .00).
This study is structured as a correlational research design. Correlational studies are
developed to determine relationships between variables (Tillman & Tillman, 2008).
Correlational designs may also seek to verify if two or more variables impact each other due to
an association (Creswell, 2012).
The sampling frame is comprised of 354 districts (332 superintendents and 22 unnamed)
that are located in the counties in which the school districts are reported with having the highest
level of ASD prevalence within the state of Texas. Those counties are densely located in the
Texas Metroplex (24,400 cases) and Gulf Coast (21,600 cases) areas (Council, 2012). The
sampling frame represents 99 female, 233 male, and 22 unnamed superintendents. Those
districts without an identified superintendent are not included in this study's sample. The entire
population of 332 superintendents (354-22 school districts without a superintendent) will be
included in this study. The sample is the same as the target population in this study.
The current research is important because it may assist in addressing the emerging gap in
the state of Texas’ school-based services and could extend the existing body of knowledge on
improving the quality of education for students with diverse needs, specifically students with
Autism Spectrum Disorder (Council, 2012). A study of this type can illuminate the conditions of
high school students with ASD as a means to address their substandard graduation rates
(Council, 2012) and contribute to the body of knowledge on ASD as there is a paucity of
literature on this topic. The outcomes can contribute greatly to methodological approaches used
to study special needs students, improve the quality of education of students with diverse needs,
and significantly increase the graduation rates of special needs students. The findings could have
possible implications on policy makers, curriculum, educational theory and practice, leadership
theory and practice, educator professional development, and parents.
References
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (4th ed.). Boston: Pearson.
Kirkpatrick, S. A., & Locke, E. A. (1991). Leadership: Do traits matter? Executive (19389779),
5(2), 48-60. doi: 10.5465/AME.1991.4274679
National Institute of Neurological Disorders and Stroke. (2013). National
Institute of Neurological Disorders and Stroke (NINDS). Retrieved July 1, 2013, from
http://www.ninds.nih.gov/disorders/autism/detail_autism.htm
Shapiro, J. P. & Stefkovich, J. A. (2005). Ethical leadership and decision making in
education: Applying theoretical perspectives to complex dilemmas (2nd ed.).
Mahwah, New Jersey: Lawrence Erlbaum.
Texas Administrative Code, 19, 7 Tex. Stat. Ann §242.15, (1999)
Texas Education Agency, A. (2010). Comprehensive annual report on Texas public
schools, 2010. A Report to the 82nd Texas Legislature from the Texas Education Agency.
Retrieved from http://www.tea.state.tx.us/index4.aspx?id=4133
Texas National Council on Autism and Pervasive Developmental Disorders, [Council].
(2012). 2012 annual report. Retrieved from http://www.dads.state.tx.us/autism/
publications/2012annualreport.pdf
Tillman , W. R., & Tillman, C. J. (2008). And you thought it was the apple: A study of job
satisfaction, teachers. Academy of Educational Leadership Journal, 1-18.
Date: December 4, 2013
Department: Educational Leadership and Counseling
Time: 2:30 p.m.
Location/Room: 220 Delco
Dissertation Chair: Lisa Hobson, Ph.D., College of Education
Committee Members:
Laxley Rodney, Ph.D., College of Education
Camille Gibson, Ph.D, College of Juvenile Justice & Psychology
Sharon Lynch, Ph.D., Sam Houston State University
Chair, Department of Department of Language, Literacy and Special Populations