ORCID
https://orcid.org/0000-0002-9782-4115
Date of Award
2022
Document Type
Dissertation
Degree Name
Education (Ph.D)
Department
Administrative and Instructional Leadership
First Advisor
Seokee Cho
Second Advisor
Joan Birringer-Haig
Third Advisor
Stephen Kotok
Abstract
Due to the COVID-19 pandemic, education has evolved into non-traditional models inclusive of blended classrooms or fully remote classrooms in which students do not physically attend school in person. As a result, the supportive role of the building principals has rapidly and dramatically changed the way they support their students and staff in the ever-evolving educational system that we find ourselves today. This study sought to investigate the interactions and/or relationships that may exist between building principals reported self-efficacy and their technology leadership abilities in conjunction with demographic information provided by participants. Two surveys were used, the Tschannen-Moran self-efficacy survey and the Principals’ Technology Leadership Assessment. Through statistical analysis of survey data, it was found that there was a significant difference in self-efficacy and technology leadership with gender as the independent variable. It was also determined that only self-efficacy predicted technology leadership abilities in this study.
Recommended Citation
Krawchuk, Jonathan S., "RELATIONSHIPS BETWEEN SCHOOL PRINCIPALS’ PERCEIVED TECHNOLOGY SELF-EFFICACY AND THE PERCEIVED ABILITY TO LEAD TECHNOLOGICAL INNOVATION IN THE COVID-19 PANDEMIC ERA" (2022). Theses and Dissertations. 425.
https://scholar.stjohns.edu/theses_dissertations/425