Technology leadership, school climate, and technology integration: a correlational study in grades K-12

Show simple item record

dc.contributor Newton, Rose Mary
dc.contributor Newman, Jane L.
dc.contributor Dagley, David L.
dc.contributor Benson, Angela D.
dc.contributor.advisor Tarter, Clemens John
dc.contributor.author Watts, Cathy Dianne
dc.date.accessioned 2017-02-28T22:21:05Z
dc.date.available 2017-02-28T22:21:05Z
dc.date.issued 2009
dc.identifier.other u0015_0000001_0000091
dc.identifier.other Watts_alatus_0004D_10084
dc.identifier.uri https://ir.ua.edu/handle/123456789/598
dc.description Electronic Thesis or Dissertation
dc.description.abstract ABSTRACT This study tested the relationship of technology leadership and school climate to the teachers' integration of technology. In the 2008-2009 school year, data were collected using three instruments: the National Educational Technology Standards for Administrators (NETS-A) survey (administered to principals and assistant principals), the Taking a Good Look at Instructional Technology (TAGLIT) survey, and the Organizational Climate Index (OCI) survey (administered to teachers). It was hypothesized that administrators' leadership as measured by NETS-A would predict teachers' use of technology as measured by TAGLIT. In addition, it was hypothesized that administrators' leadership and a positive school climate as measured by the OCI both contribute to more integration of technology. Respondents were 968 teachers and 44 administrators in 32 public schools with the school being the unit of analysis. Technological leadership from administrators was not associated with teachers' use of technology. Technological leadership was predictive of institutional vulnerability but not the other measures of school climate. Finally, achievement press, one of the measures of school climate, was negatively correlated, indicating schools with higher levels of achievement press tended to have lower levels of teachers' use of technology. Recommendations for practice suggested that administrators improve skills by becoming more familiar with the International Society of Technology in Education (ISTE) standards for technology implementation and that technological innovations be more closely allied to in-class instruction and use focused program development to that end.
dc.format.extent 126 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Education, Administration
dc.title Technology leadership, school climate, and technology integration: a correlational study in grades K-12
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Research
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search DSpace


Browse

My Account