A Study of School Leaders and How They Impact Classroom Use of Technology

Autor/in	Downs, Robert
Titel	A Study of School Leaders and How They Impact Classroom Use of Technology
Quelle	(2011), (141 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lincoln Memorial University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2672-6994-2
Schlagwörter	Hochschulschrift; Dissertation; Technology Uses in Education; Classroom Techniques; School Administration; Principals; Personality; Professional Identity; Suburban Schools; Performance Based Assessment; Technology Integration; Statistical Significance; Use Studies; Personality Measures; Correlation; Leadership Qualities; Access to Computers; School Districts; Elementary Secondary Education; Observation; Georgia; Myers Briggs Type Indicator + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Klassenführung; Principal; Schulleiter; Personalität; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Leistungsermittlung; Benutzerschulung; Korrelation; Führungseigenschaft; School district; Schulbezirk; Beobachtung
Abstract	The purpose of this study was to examine the relationship between a principal's personality type and a school's classroom use of technology. Myers Briggs Type Indicator data was collected from 48 principals in a large suburban district in the Metro Atlanta area, as well as, observational data documenting student use of technology. The Georgia Assessment of Performance on School Standards (GAPSS) provided the baseline for determining average student technology use. GAPSS data was collected in the principals' schools and analyzed in relation to the leader's personality type and its impact on technology integration in the classroom. The research found an over-representation of MBTI® type ESTJ in the study sample. While the research showed a higher percentage of students using technology in the study sample as compared to the State of Georgia; the use of technology in the classroom was still very low. In addition, the data found no statistically significant relationships between the four MBTI dichotomous pairs and the percentage of student use of technology. [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