The purpose of this grounded theory qualitative study is to explore the extent to which the selected elementary principals from a large urban district in the northeast region of the United States, referred to as the Metropolis School District, perceive their roles in promoting collaboration and connecting related services to the instructional programs for students with moderate to severe disabilities. Participants for the study were purposefully selected based on their student population and evidence of collaborative teaming in their school organizations. Principals who have elementary school sites, and those who received a score between 4.00 and 4.99 in the Collaborative Teachers domain of the school survey were asked to participate in this study. Scores in the domain of Collaborative Teachers were consulted for the selection of the participants, as they indicated on the existence of collaborative practices in those schools as reported by the teachers. With the high ratings in the domain of collaboration, the researcher focused on leadership practices that supported teachers’ collaborative efforts. This study analyzed participants’ perceptions and described their practical approaches in developing transdisciplinary teams and promoting collaborative inter-professional environment in schools for students with multiple disabilities. This research study was guided by the following questions related to the Principals’ perceptions on promotion of collaboration, formation, support and accountability of transdisciplinary teaming process between special education teachers and related service providers who educate students with multiple disabilities in a special education. 1. To what extent do principals view their role in promoting collaboration within related services and instructional teacher teams? 2. What do principals perceive as their role in formation of related services and instructional teacher teams? 3. What do principals perceive their roles to be in supporting inter-professional teams and the challenges they encounter while managing the teams? 4. To what extent do principals hold transdisciplinary/inter-professional teams accountable to ensure their effectiveness? Out of the 19 principals who fit into the outlined criteria, seventeen participants (89%) volunteered to participate in the study. The researcher developed open-ended questions around the four research questions. During semi-structured interviews, participants were provided with an opportunity to elaborate on the concepts, offer explanations, share their experiences and views about the topic.

This qualitative study investigated teachers' perceptions regarding the principal's role in establishing a positive environment, enhancing the instructional process, and empowering teachers to become leaders. Participants from one public high school in southeastern Pennsylvania completed the researcher-developed online survey and participated in face-to-face interviews. Results of this study indicated that participants noted the importance of the principal in establishing a culture that fostered student achievement. Results of this study also pointed to the overall school environment as a critical component in establishing a culture for student success and teacher leadership capacity. Participants in this study often referenced the important part the principal plays in establishing the framework for teacher professional growth and teacher collaboration. These findings may provide direction for high school principals and future principals in understanding the impact principals do have in creating a positive school environment.

In the modern era of research, the significance of transdisciplinary and multidisciplinary approaches in enhancing higher education learning outcomes cannot be overlooked. These approaches break down traditional academic silos, fostering a more holistic and interconnected understanding of complex problems. By integrating diverse perspectives and methodologies, they promote critical thinking, creativity, and innovation among students. Educators and institutions must embrace and implement transdisciplinary teaching and technological integration to prepare students for the demands of the future and drive meaningful advancements in education. Transdisciplinary Teaching and Technological Integration for Improved Learning: Case Studies and Practical Approaches embodies a commitment to these approaches, incorporating three cyclical activities—research, participation, and action—that collaboratively seek answers to practical questions through features of participatory and situational research. The book explores problem identification, action planning, observation collection, and behavioral data analysis. Covering topics such as artificial intelligence tools, higher education institutions, and university student satisfaction, this book is an excellent resource for higher education faculty, academic administrators, curriculum developers, educational technology specialists, researchers, and more.