Title page for ETD etd-04022012-094627

Type of Document Dissertation
Author McCoy-Thomas, Tiffanye Renee'
Author's Email Address tthom11@lsu.edu
URN etd-04022012-094627
Title Principals Matter - Principal Technology Proficiency: Creating a Culture of Technology Competence
Degree Doctor of Philosophy (Ph.D.)
Department Educational Theory, Policy, & Practice
Advisory Committee
Advisor Name Title
Kennedy, Eugene Committee Chair
Cheek, Earl Committee Member
Gintner, Gary Committee Member
Shah, Rahul Dean's Representative
  • technology proficiency
  • technology leadership
Date of Defense 2012-03-07
Availability unrestricted
The primary purpose of this study was to investigate the role of leadership in developing a culture of technology competence within a school. Additionally, because research identifies the significance instructional leadership has on school performance, as defined by student achievement, the study sought to examine the impact principal technology proficiency has on school performance. To examine the associations amongst variables regression analyses were conducted.

Quantitative study was conducted with 150 school principals and their faculties. Results indicated a strong correlation between principals that were technologically proficient, as defined by the Louisiana Department of Educationís Administrator Self-Assessment, and the percentage of teachers identified proficient, as defined by the Louisiana Department of Educationís Teacher Self - Assessment. An additional quantitative measure was conducted to see the impact of principals, identified as instructional leaders by the Vanderbilt Assessment of Leadership in Education (VAL-Ed), and the number of teachers identified proficient. VAL - Ed measured principals on a six by six scale that yielded data specific to the principalsí instructional leadership. The principalsí grades in LEADTech and scores on both the proficiency and VAL-Ed were used to determine the effect on teacher technology proficiency. Results of a teacher proficiency survey showed that the percentage of teachers scoring proficient is strongly associated with the proficiency of the principal.

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