A Study of Technology Leadership among Elementary Public School Principals in Miami-Dade County

Autor/in	Grey-Bowen, Judith E.
Titel	A Study of Technology Leadership among Elementary Public School Principals in Miami-Dade County
Quelle	(2010), (168 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. Thomas University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1243-0565-3
Schlagwörter	Hochschulschrift; Dissertation; Futures (of Society); Public Schools; Technology Integration; Audiences; Vision; Program Effectiveness; School Districts; Workshops; Counties; Educational Technology; Elementary Schools; Principals; Instructional Leadership; Professional Development; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Future; Society; Zukunft; Public school; Öffentliche Schule; Spectator; Zuschauer; School district; Schulbezirk; Lernwerkstatt; Schulung; Unterrichtsmedien; Elementary school; Grundschule; Volksschule; Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	Technology leadership is a strong part of principal leadership, which is essential to the successful technology integration in schools. However, research is limited in the area of principals' technology leadership and their professional development needs. Therefore, the purpose of this descriptive study is to examine Miami-Dade County elementary public school principals' self-reported proficiency and perceived importance of technology leadership based on the National Educational Technology Standards for Administrators (NETS-A). Using a descriptive method, the researcher collected quantitative data through the administration of the Educational Technology for Principals Survey. A sample of 103 elementary school principals responded to the survey. The following results were derived from the data analysis of this study: (1) The sample of Miami-Dade elementary school principals identified the Productivity and Professional Practice as the most proficient among the six areas of technology leadership based on the NETS-A and the Assessment and Evaluation and Support, Management, and Operations were the least proficient areas. (2) The sample placed the highest importance in the area of Leadership and Vision with Social, Legal, and Ethical Issues being the second most important area. Similar to their response to self-reported proficiency, samples rated Assessment and Evaluation as the lowest area that they perceived to be important. (3) No significant differences were found in the mean scores of self-reported proficiency in technology leadership among principals with different numbers of technology-related graduate courses and in-service workshops in technology leadership. (4) No significant differences were found in the mean scores for the degree to which principals valued technology leadership among principals with different numbers of technology-related graduate courses and in-service workshops in technology leadership. (5) Significant professional development needs were found for all six areas of the NETS-A with the area of Leadership and Vision being the highest need area. The results of the study have significant implications for a variety of audiences, including university preparation programs for educational administrators, state, and school district offices for professional development in educational leadership, and state and school district school administrators' certification organizations. Implications for future study were also discussed based on the limitations of the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10