<p> Inspired by the implementation of the Common Core State Standards, which contains skills related to technology and media use for students in kindergarten to grade 12, and the International Society of Technology Education Technology Standards for Administrators the researcher chose to focus this dissertation is on principal technology leadership competencies that elementary principals will need to lead technology integration for teaching and learning in their respective schools. The researcher examined a range of sources, including research from internet-based sources and traditional (hard-copy) journals. The Principals’ Technology Leadership Assessment (PTLA) survey was used to assess principals’ technology leadership competencies of 132 principals from one school district in the District of Columbia metropolitan area. Using the PTLA survey response data, quantitative data analyses, including linear regression analyses, an analysis of variance, a t-test, and distribution frequency analyses, were conducted and used to determine how the independent variables, shared leadership style, transformational leadership style, support disposition, encouragement disposition, gender, and the socioeconomic status of the schools served by these principals, individually affect the dependent variable, principals’ technology leadership competencies for the ideal purpose of making predictions that may have an impact on future planning, monitoring, or evaluation of a process or practice within the K-12 educational system. Findings provide evidence that the transformational leadership style serve as a powerful predictor of technology leadership competencies for elementary principals. Keywords: technology leadership competencies, leadership styles, dispositions, gender, and socioeconomic status</p>
|19 February 2016
|Brunson, Melissa A.
|Bowie State University
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