om delving into the fundamental concepts of the constructivist leadership such as the five mindscapes and the stages of leadership development, I also examined research studies on the subject in order to evaluate the educators' perceptions of constructivist leadership (Gonzales & Lambert, n. d.; Szabo et al., 2002). Since constructivist leadership requires a major change in the educators' perceptions of their roles, these research studies can provide an idea of whether this model will be accepted and widely implemented in school communities.
To analyze the data, I utilized the following approaches. First of all, I studied the outcomes of the participants' responses in the two aforementioned research studies. The objective of this assessment, as mentioned earlier, was to identify the participants' perceptions about the viability of the constructivist leadership model. More specifically, the guiding question in this analysis was: To what extent have the professional perceptions and the practice of the participants been transformed by their exposure to the training in constructivist leadership (Gonzales & Lambert, n. d.; Szabo et al., 2002)?
Second, I applied the constructivist leadership model to the specific context of special education to determine whether special educators can benefit from the constructivist leadership. In my analysis, I relied on a detailed examination of information on the multiple functions performed by special educators (York-Barr, G
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