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An exploration of the relationship b...

Brown, Shelia.

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An exploration of the relationship between principal leadership efficacy, principal computer self-efficacy, and student achievement.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An exploration of the relationship between principal leadership efficacy, principal computer self-efficacy, and student achievement./
作者:	Brown, Shelia.
面頁冊數:	126 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2832.
Contained By:	Dissertation Abstracts International71-08A.
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3417737
ISBN:	9781124153926

An exploration of the relationship between principal leadership efficacy, principal computer self-efficacy, and student achievement.
Brown, Shelia.

An exploration of the relationship between principal leadership efficacy, principal computer self-efficacy, and student achievement. - 126 p.

Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2832.

Thesis (Ed.D.)--University of North Texas, 2010.

The purpose of this study was to examine whether or not relationships exist between principals' technology proficiency and student achievement as indicated by 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Secondly, the study examined whether or not relationships exist between principals' leadership self efficacy and student achievement as indicated in the 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Lastly, the select principal's personal and school demographic variables (principal gender, total years of experience as a professional, total years as principal at current school, total years of principal experience, highest degree earned, school economic status, school size) were considered within the study. The survey instruments used in this study were the Technology Proficiency Self Assessment Scale (TPSA) developed by Ropp in 2000 and the Principal's Self-Efficacy Scale (PSES) developed by Tschannen-Moran and Garies in 2004. A total of 129 Texas principal's participated in the study. Multiple regressions were utilized and effect size was considered to determine the strength of the relationship between variables. A statistical significance was found relating to the school's social economic status only when using both the PSES and the TPSA instruments. The effect sizes reported were all moderate, which acknowledged that relationships did exist between all predictor variables tested. Based on the information provided for B weights, School's SES was found to be the best predictor of reading TAKS achievement, preceded by Principal's Highest Degree Earned and Gender. SPSS 16.0 was used to analyze all data. This study adds to the literature on principals' technology efficacy and principal's self efficacy.

ISBN: 9781124153926Subjects--Topical Terms:

1035576
Education, Leadership.

An exploration of the relationship between principal leadership efficacy, principal computer self-efficacy, and student achievement.
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520 $a The purpose of this study was to examine whether or not relationships exist between principals' technology proficiency and student achievement as indicated by 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Secondly, the study examined whether or not relationships exist between principals' leadership self efficacy and student achievement as indicated in the 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Lastly, the select principal's personal and school demographic variables (principal gender, total years of experience as a professional, total years as principal at current school, total years of principal experience, highest degree earned, school economic status, school size) were considered within the study. The survey instruments used in this study were the Technology Proficiency Self Assessment Scale (TPSA) developed by Ropp in 2000 and the Principal's Self-Efficacy Scale (PSES) developed by Tschannen-Moran and Garies in 2004. A total of 129 Texas principal's participated in the study. Multiple regressions were utilized and effect size was considered to determine the strength of the relationship between variables. A statistical significance was found relating to the school's social economic status only when using both the PSES and the TPSA instruments. The effect sizes reported were all moderate, which acknowledged that relationships did exist between all predictor variables tested. Based on the information provided for B weights, School's SES was found to be the best predictor of reading TAKS achievement, preceded by Principal's Highest Degree Earned and Gender. SPSS 16.0 was used to analyze all data. This study adds to the literature on principals' technology efficacy and principal's self efficacy.
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