東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Technology Leadership and Teachers' ...

Garza, Veronica Jean.

FindBook

Google Book

Amazon

博客來

Technology Leadership and Teachers' Perceptions of the Principal Technology Leadership Role.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Technology Leadership and Teachers' Perceptions of the Principal Technology Leadership Role./
作者:	Garza, Veronica Jean.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	199 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
標題:	Technology education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30752643
ISBN:	9798380387606

Technology Leadership and Teachers' Perceptions of the Principal Technology Leadership Role.
Garza, Veronica Jean.

Technology Leadership and Teachers' Perceptions of the Principal Technology Leadership Role. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 199 p.

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (Ed.D.)--University of Houston-Clear Lake, 2023.

The purpose of this mixed methods study was to examine principal's technology leadership and teachers' perceptions of the principal's technology leadership role in a school setting. A purposeful sample of 123 principals and 126 teachers located throughout Region IV were solicited to completed modified versions of the Principal Technology Leadership Assessment (PTLA), and semi-structured interviews were conducted with ten principals and teachers to learn more about the perceptions of both groups regarding the principal's technology leadership role. Descriptive statistics and t-tests were used to analyze the quantitative data, while an inductive coding process was used to analyze the transcribed interviews. The quantitative findings revealed that there are significant differences between what principals are doing and what teachers believe they should be doing as technology leaders, with the greatest differences among the Leadership & Vision and Support, Management, and Operations sub-scale activities. The interview data revealed four emerging themes: resources, support, technology self-efficacy, and challenges. Based on the qualitative findings, principals need to ensure they provide resources and evaluate their effectiveness, and teachers need to feel supported by principals and provided with opportunities to collaborate. Additionally, technology self-efficacy improves with regular use of technology, and challenges that must be addressed include a lack of/an overabundance of resources, buy-in, and communication. The researcher concludes the study with implications and recommendations for future research based on these findings.

ISBN: 9798380387606Subjects--Topical Terms:

3423978
Technology education.
Subjects--Index Terms:

Technology leadership

Technology Leadership and Teachers' Perceptions of the Principal Technology Leadership Role.
LDR:02920nmm a2200397 4500 001 2402586
005 20241029122333.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798380387606
035 $a (MiAaPQ)AAI30752643
035 $a (MiAaPQ)1251vireo435Garza
035 $a AAI30752643
035 $a 2402586
040 $a MiAaPQ $c MiAaPQ
100 1 $a Garza, Veronica Jean. $3 3772824
245 1 0 $a Technology Leadership and Teachers' Perceptions of the Principal Technology Leadership Role.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 199 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
500 $a Advisor: Corrales, Antonio.
502 $a Thesis (Ed.D.)--University of Houston-Clear Lake, 2023.
520 $a The purpose of this mixed methods study was to examine principal's technology leadership and teachers' perceptions of the principal's technology leadership role in a school setting. A purposeful sample of 123 principals and 126 teachers located throughout Region IV were solicited to completed modified versions of the Principal Technology Leadership Assessment (PTLA), and semi-structured interviews were conducted with ten principals and teachers to learn more about the perceptions of both groups regarding the principal's technology leadership role. Descriptive statistics and t-tests were used to analyze the quantitative data, while an inductive coding process was used to analyze the transcribed interviews. The quantitative findings revealed that there are significant differences between what principals are doing and what teachers believe they should be doing as technology leaders, with the greatest differences among the Leadership & Vision and Support, Management, and Operations sub-scale activities. The interview data revealed four emerging themes: resources, support, technology self-efficacy, and challenges. Based on the qualitative findings, principals need to ensure they provide resources and evaluate their effectiveness, and teachers need to feel supported by principals and provided with opportunities to collaborate. Additionally, technology self-efficacy improves with regular use of technology, and challenges that must be addressed include a lack of/an overabundance of resources, buy-in, and communication. The researcher concludes the study with implications and recommendations for future research based on these findings.
590 $a School code: 1251.
650 4 $a Technology education. $3 3423978
650 4 $a Educational technology. $3 517670
650 4 $a Educational evaluation. $3 526425
650 4 $a Educational leadership. $3 529436
653 $a Technology leadership
653 $a Teacher perceptions
653 $a Principal Technology Leadership Role
653 $a Principal Technology Leadership Assessment
690 $a 0710
690 $a 0443
690 $a 0449
710 2 $a University of Houston-Clear Lake. $3 1018602
773 0 $t Dissertations Abstracts International $g 85-03A.
790 $a 1251
791 $a Ed.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30752643