Teachers face many barriers regarding technology integration and depend on the campus principal to meet their technology needs. The principalship has shifted from instructional leader to digital instructional leader. The purpose of the current qualitative research study was to investigate teachers’ perceptions of principal digital leadership behaviors that impact technology use in the classroom. In this qualitative study, 24 teachers who teach reading, English language arts, and/or math were interviewed. The data from the interviews was collected and analyzed to identify themes and patterns using NVivio 11 Pro, a software program for analyzing qualitative data. The researcher analyzed and coded the data as trends and patterns were revealed in the teachers’ perceptions of principal digital leadership behaviors that impact technology use in the classroom. The data indicated there are several principal digital leadership behaviors teachers perceive impact technology use in the classroom. However, there were three principal digital leadership behaviors teachers perceived to have the greatest impact on technology use in the classroom: principal-led hands-on technology training opportunities, principal attitude towards technology and technology integration, and principal-led technology support.
|Advisor:||Dugger, Neil, Lee, Sharon|
|Commitee:||McMillan, Dan, Ray, Beth|
|School:||Dallas Baptist University|
|Department:||Educational Leadership K-12|
|School Location:||United States -- Texas|
|Source:||DAI-A 80/04(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, Educational technology|
|Keywords:||21st century skills, Digital leadership, Digital leadership behaviors, Professional development, Teachers' perceptions, Technology integration|
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