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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

A study of West Virginia principals technology standards, professional development, and effective instructional technology leaders /

Billheimer, Dixie M. January 2007 (has links)
Theses (Ed. D.)--Marshall University, 2007. / Title from document title page. Includes abstract. Document formatted into pages: contains x, 217 pages. Includes vitae. Bibliography: p. 159-170.
2

Principals' influences on teacher professional development for the integration of information and communication technologies in schools

Van Niekerk, Molly Patricia. January 2009 (has links)
Thesis (Ph.D.(Curriculum studies))--University of Pretoria, 2009. / Includes bibliographical references.
3

Factors related to technology implementation of K-12 principals and teachers.

Moses, Rhonda René 08 1900 (has links)
The purpose of this study was to determine the relationship between principals' leadership styles and principals'/teachers' implementation of technology. The Leadership Effectiveness and Adaptability Description (LEAD) Self was used to identify the primary and secondary leadership styles of principals. The Level of Technology Implementation (LoTi) Questionnaire was used to identify the level of technology implementation (LoTi), personal computer use (PCU) and current instructional practice (CIP) scores for both teachers and principals. Data collected from 390 K-12 teachers and 22 principals of three large suburban districts in the Dallas-Fort Worth Metroplex was included in data analysis. The findings suggest that differing leadership styles do play a role in the LoTi, PCU, and CIP scores among teachers. Based on descriptive statistics it was determined that teachers with "participating" principals had higher mean LoTi and PCU scores than those with "telling" and "selling" principals. The difference in the mean PCU scores was statistically significant (p<.05) for teachers with "selling" and "participating" principals. Results also showed there was a statistical significance (p<.05) in the mean PCU and CIP scores of teachers working for principals with weak and high adaptability. Due to the low number of principals participating in this study, there is a need to conduct the same research using a larger more diverse sample of principals. The majority of principals in this study had either a primary leadership style of "participating" and a secondary leadership style of "selling" or vice versa. A larger population of principals would hopefully allow for the study of additional leadership styles and their effect on teacher use and implementation of technology.

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