Identifier

etd-04112016-145800

Degree

Doctor of Philosophy (PhD)

Department

Education

Document Type

Dissertation

Abstract

The purpose of this quantitative, descriptive study was to gain perspective of Louisiana public school leaders’ perceptions of their levels of preparedness to effectively integrate technology into their schools as a major component of their educational program. This research was guided by two overarching questions: (1) What is the perceived technology leadership preparedness level of Louisiana public school leaders as measured by their responses to the 2009 ISTE NETS-A standards? (2) Are there significant differences in how school leaders’ self-report on NETS-A standards by BESE state region? Results of this study indicate that school leaders, throughout all eight Louisiana BESE state geographical regions, perceive themselves to be moderately competent and prepared to provide effective technology leadership in an increasingly technological learning context. One region significantly differed from the seven other regions, with participants consistently rating themselves higher than other regions on all six categories of educational technology leadership.

Date

2016

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Fasching-Varner, Kenneth

Included in

Education Commons

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