Date of Award


Document Type


Degree Name

Education (Ph.D)


Administrative and Instructional Leadership

First Advisor

Seokee Cho

Second Advisor

Joan Birringer-Haig

Third Advisor

Stephen Kotok


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.