Special education teacher leadership: perceptions of roles, supports, and barriers

Special education teacher leadership plays a critical role in advancing inclusive practices and improving academic and social outcomes for students with disabilities. Despite increased attention to teacher leadership, the experiences and perspectives of special education teachers remain underexamined. This qualitative study explored how special education teachers define and enact teacher leadership, as well as the supports and barriers that shape their engagement in leadership roles. Forty-five K–8 special education teachers in United States public schools participated in semi-structured interviews. Using inductive content analysis, three themes were identified: conceptualizations of teacher leadership, supports that facilitate leadership, and systemic obstacles that constrain participation. Teachers described leadership as grounded in collaboration, advocacy, and informal mentorship, often enacted without formal recognition. At the same time, they identified persistent barriers, including administrative gatekeeping, professional isolation, and role overload, which limited access to and sustainability of leadership roles. These findings highlight how special education teacher leadership is both essential and structurally constrained within school systems. Implications are discussed for school leadership, district policy, and teacher preparation, with particular attention to creating equitable and sustainable leadership structures that recognize and support the contributions of special education teachers.