The Application and Practical Pathways of Situational Leadership Theory in Music Education for Children with Autism
Abstract
Leadership Theory (SLT) into this field, adopting a qualitative narrative inquiry approach. Through observations, interviews, and journals, it
examines how four leadership stylesdirecting, coaching, supporting, and delegatingare applied in music teaching, exploring pathways
for teachers to dynamically adjust styles based on childrens learning readiness. Findings indicate SLT effectively accommodates individual
differences and fluctuating states in children with autism, enhancing participation and outcomes. This research constructs a music teaching
framework integrating theory with practice, expanding SLTs empirical application in special education.
Keywords
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DOI: http://dx.doi.org/10.70711/neet.v4i4.9119
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