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Dissertations / Theses on the topic 'Educational technology. School principals. Leadership'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Rogers, Bonnie Anna. "The correlation between teachers' perceptions of principals' technology leadership and the intergration of educational technology." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1204487.

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The purpose of this study was to determine whether teachers' perceptions of principals' promotion and support of technology in the Fort Wayne Community Schools, Fort Wayne, Indiana, effected the successful integration of technology into the elementary school curricula. The selection of variables for this study was based on a comprehensive review of the literature and identified practitioners who had educational computing experience. These variables included teacher perceptions of principal support, teacher participation in staff development opportunities, availability of support with computer-

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Seay, D. Alan. "A study of the technology leadership of Texas high school principals." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4484/.

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Effectively integrating technology into school requires the presence of informed and visionary leadership. Past research on change in schools demonstrates the importance of the principal to that process. In that research it is obvious that the principal must possess more than skills and knowledge about the change, he or she must also possess leadership skills to lead the campus through the change. Despite this finding, very little research has been attempted to determine the leadership knowledge and skills of principals for technology integration. This study attempts to investigate the technol

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Chang, I.-Hua. "Assessing principals' leadership in implementing educational technology policies : an application of structural equation modeling /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052162.

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4

Esplin, Nathan. "Utah Elementary School Principals’ Preparation as Technology Leaders." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5774.

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The rapidly expanding use of technology in education has brought about the need for principals to be prepared as technology leaders. Although, there is a need for principals to be prepared as technology leaders, many currently are not prepared for this role. It is crucial that principals are prepared in order ability to lead their school in successful technology integration. The primary purpose of this quantitative study was to determine the perceived level of technology leadership preparation of Utah elementary principals using the International Society for Technology in Education (ISTE) Stan

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Weber, Mark J. "A study of computer technology use and technology leadership of Texas elementary public school principals." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5589/.

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The purpose of this study was to determine Texas elementary principals' level of computer technology use and their leadership in technology integration activities as defined by the National Educational Technology Standards for Administrators (NETS*A). Additionally the study addressed technology implementation as an innovation and used the literature concerning change and innovation models to identify organizational and personal factors that might affect the level of technology use and the leadership behaviors. Survey data retrieved from 216 Texas elementary public school principals led to the

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Jackson, D'Andrea Burns. "The relationship between principals' technological leadership and their schools' implementation of instructional technology." Click here to access dissertation, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/dandrea_b_jackson/jackson_dandrea_b_200901_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2009.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Paul M. Brinson. ETD. Includes bibliographical references (p. 91-98)

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Page-Jones, Alexandra B. "Leadership behavior and technology activities the relationship between principals and technology use in schools /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002162.

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Gustafson, David C. "iPrincipal| A Multiple Case Study on the Challenges and Leadership Practices of Virtual School Principals." Thesis, University of La Verne, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13814029.

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<p> <b>Purpose.</b> The purpose of this qualitative multiple-case study was to explore the challenges facing virtual school principals and how these leaders navigate these challenges. This study explored the experiences, practices, beliefs, and opinions of virtual school principals as they confront these challenges and lead their innovative schools. Theoretical Foundation. The work of Kouzes and Posner’s (2012) 5 practices of exemplary leadership model and Bass’s (1985) transformational leadership theory served as a theoretical foundation for this study. </p><p> <b>Methodology.</

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Page-Jones, Alexandra. "LEADERSHIP BEHAVIOR AND TECHNOLOGY ACTIVITIES:THE RELATIONSHIP BETWEEN PRINCIPALS AND TECHNOLOGY USE IN SCHOOLS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3348.

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The purpose of study was to investigate the use of technology in schools and the influence of the principal on technology use. The technology activities of principals along with the school technology outcomes perceived by their faculty were described and analyzed to discover if there was a relationship between and among them. This study investigated technology related leadership behavior exhibited by principals in terms of NETS-A technology standards for administrators, and how their leadership behavior affected or predicted the multiple ways that technology was used throughout a school.The po

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Mazza, Joseph A. Jr. "The use of social media tools by school principals to communicate between home and school." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592334.

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<p> Research has documented numerous benefits of parent involvement in children's education including increased attendance, increased test scores and better behavior. Access to increased and meaningful communication between home and school enhances parent involvement. The utilization of technology through the use of the Internet and e- mail for school to home communications is growing rapidly as an additional means of two-way communications between home and school. The purpose of this study is to evaluate the role of emerging technologies, specifically social media use by school principals and

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鍾永強 and Wing-keung Chung. "The leadership roles of school heads in IT integration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256612.

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Hall, Michelle Raegan. "Presence of Instruction regarding Technology Leadership in Texas University Principal Preparation Programs: An Exploratory Study." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157569/.

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This study investigated the presence of technology leadership components in Texas principal preparation programs. Programmatic and course information of principal preparation programs holding accreditation with Texas Education Agency were analyzed to determine presence of technology leadership instruction. Results were compared with Shrum et al.'s 2011 research, and showed a slight increase in presence. This study also examined possible differences in technology leadership components based on if the course was delivered online, face-to-face, or blended. Results showed a stronger presence of t

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Brown, Shelia. "An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28399/.

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The purpose of this study was to examine whether or not relationships exist between principals' technology proficiency and student achievement as indicated by 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Secondly, the study examined whether or not relationships exist between principals' leadership self efficacy and student achievement as indicated in the 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Lastly, the select principal's personal and school demographic variables (principal gender, total years of exper

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Moses, Rhonda René. "Factors related to technology implementation of K-12 principals and teachers." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5355/.

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The purpose of this study was to determine the relationship between principals' leadership styles and principals'/teachers' implementation of technology. The Leadership Effectiveness and Adaptability Description (LEAD) Self was used to identify the primary and secondary leadership styles of principals. The Level of Technology Implementation (LoTi) Questionnaire was used to identify the level of technology implementation (LoTi), personal computer use (PCU) and current instructional practice (CIP) scores for both teachers and principals. Data collected from 390 K-12 teachers and 22 principals

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Wolfe, Christine S. "Co-existence of Traditional and Online Schools as Experienced by Principals in Rural Appalachian Ohio." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522323427356693.

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Van, Niekerk Molly Patricia. "Principals' influences on teacher professional development for the integration of information and communication technologies in schools." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-05022009-175019.

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Stegman, Bridget. "A multiple-case study examining elementary principals in high-poverty schools with teachers integrating new literacies." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17337.

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Doctor of Education<br>Department of Educational Leadership<br>Trudy Salsberry<br>Today, students enter school with a variety of knowledge about technology. They are accustomed to using the Internet, cell phones, instant messaging, social networking, but that does not mean they have a deep understanding of the reading skills necessary to be successful at online reading (Leu et al., 2013). Reading on the Internet requires critical literacy skills and requires a different set of reading comprehension skills when compared to traditional print (Coiro & Dobler, 2007; Eaglerton & Dobler, 2007; Henry

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Thobi, Lepono Desmond. "Developing an induction and mentoring programme to assist newly appointed principals in selected education districts in the Free State province." Thesis, Welkom : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/24.

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Thesis (Ph.D.) - Central University of Technology, Free State, 2010<br>Newly appointed principals are facing enormous challenges as managers of their schools today. When they are first appointed, many begin their work with a lot of uncertainty, anxiety and frustration due to lack of assistance, guidance and support. As principals of schools, newly appointed principals are expected to perform to the best of their ability in order to ensure that their schools succeed and achieve the best possible results. The constant changes in education require the newly appointed principal to adapt to these c

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Velez, Rene. "Perceptions of School Performance Measures: A Study of Principals in the United States and Head Teachers in the United Kingdom Using Q Methodology." UNF Digital Commons, 2006. http://digitalcommons.unf.edu/etd/275.

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Performance measures have been used throughout the business sector as a means to assess productivity, allocate resources, and increase profitability. More recently, they have been utilized to answer increasing calls for accountability in public education. Legislation has been passed in both the United Kingdom and the United States that implements performance measures as a means to measure student achievement and assess school performance. This study, conducted both in the United States and the United Kingdom, examined the perceptions of 15 primary and 15 elementary school leaders with regard t

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Cicilie, Wayne Cyril. "Problems and training needs of women education managers in primary schools in Bloemfontein." Thesis, Bloemfontein : Central University of Technology, Free State, 2006. http://hdl.handle.net/11462/63.

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Thesis (M. Tech.) - Central University of Technology, Free State, 2006<br>Women Education managers are still in the minority in primary schools in Bloemfontein, despite the many changes education has undergone in recent years. It is against this background that the researcher found it imperative to investigate the problems women education managers might experience in carrying out their managerial duties and responsibilities. The study further sought to investigate the training needs of women education managers. On the basis of the perceptions held by educators, findings of research studies

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Robinson, Courtney Brooke. "Instructional leadership for high school principals." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708304.

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<p> Instructional leadership for high school principals is becoming more important as principals are being held increasingly accountable for student achievement results. Principals are next to teachers in impacting learning in the classroom. The problem for high school principals is that they do not feel prepared to be instructional leaders for their school. There are many tasks a principal must handle throughout the day and these tasks take time away from principals acting as the instructional leader for their school. Principals are also not always supported in their development as an ins

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Brunson, Melissa A. "Technology Leadership Competencies for Elementary Principals." Thesis, Bowie State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10012857.

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<p> Inspired by the implementation of the Common Core State Standards, which contains skills related to technology and media use for students in kindergarten to grade 12, and the International Society of Technology Education Technology Standards for Administrators the researcher chose to focus this dissertation is on principal technology leadership competencies that elementary principals will need to lead technology integration for teaching and learning in their respective schools. The researcher examined a range of sources, including research from internet-based sources and traditional (har

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Lucas, Stephen Earl. "Transformational leadership : principals, leadership teams, and school culture /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013000.

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Sankey, Kerri L. "Understanding How Principals Shape Collaborative School Cultures." Thesis, Lesley University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10827399.

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<p> The issue of school improvement is complex, and although reform initiatives have emanated from positive intentions for schools, many have been detrimental to school culture. Collaborative school culture has been cited as an essential element of school improvement; thus, a need exists to better understand how principals perceive and shape collaborative school cultures. This study examined leadership approaches and workplace conditions critical to the development of collaborative school cultures. The importance of the principal’s role in shaping collaborative culture is often noted in

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Ntoatsabone, Maleshoane Jeanette. "How school management understands and responds to the impact of HIV and AIDS on educators at Botshabelo primary schools." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/169.

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Thesis (M. Ed.(Educational Psychology)) - Central University of technology, Free State, 2010<br>The purpose of this study was to: * Investigate how school management understands and responds to the impact of HIV and AIDS on educators at Botshabelo primary schools. * Formulate recommendations, based on the findings of the study, for the design of programmes to develop school principals and heads of department so that they can proactively deal with HIV and AIDS. The method of research consists of an investigation in which a sample of thirty (30) primary schools at Botshabelo in the Free St

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Childers, Gary L. "Principals’ Perceptions of Successful Leadership." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1205.

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The purposes of this qualitative multiple case study were to determine the catalysts and pathways that caused principals to move from managers to effective leaders. Data were collected through a series of interviews with 4 principals who were selected through a purposeful sampling procedure. The interviews were audio recorded, transcribed, and analyzed using inductive coding to determine themes. Findings were presented for each theme within the context of reviewed literature. National polls indicate that 6 out of every 10 of the nation’s schools need major changes or an overhaul. Can improving

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Rateno, Christopher J. "Ohio Principals’ Perceptions on Their Technology Literacy." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1558104758968746.

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Clark, Alison J. "Sustainable School Improvement| Suburban Elementary Principals' Capacity Building." Thesis, Concordia University Chicago, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10106124.

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<p> The increase of intense pressures to ensure long-term education reforms have created a challenge to school leaders as they direct and nurture the abilities of others. Although there is no single model of successful leadership, there is a common repertoire of values and actions used for sustainable school improvement. Raising capacity is a key task for principals. The purpose of this qualitative case study was to understand and describe suburban elementary principals’ practices and perceptions as change leaders related to capacity building. The study further explored the reciprocal ef

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Mabusela, Mapula Rebecca. "How women principals negotiate school culture." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04062010-142407.

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Vicari, Sandra K. Mogilka Judith Ann. "Spirituality in educational leadership." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3108313.

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Thesis (Ph. D.)--Illinois State University, 2003.<br>Title from title page screen, viewed October 12, 2005. Dissertation Committee: Judith A. Mogilka (chair), Patricia H. Klass, Paul J. Baker, Sharon Hull. Includes bibliographical references (leaves 109-125) and abstract. Also available in print.

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Perkins, Arland Early. "School Principals’ Sources of Knowledge." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2353.

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The purpose of this study was to determine what sources of professional knowledge are available to principals in 1 rural East Tennessee school district. Qualitative research methods were applied to gain an understanding of what sources of knowledge are used by school principals in 1 rural East Tennessee school district and the barriers they face to using knowledge sources. This study questioned whether these resources are adequate for, accessible to, and used by school principals. In this study I examined principals’ perceptions of the need for a district-led mentoring program. The study first

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McMasters, Sherry Ann. "Missouri Public High School Principals Perception of Zero Tolerance." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10624694.

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<p> School administrators develop, recommend, and carry out policy for school districts. The policy can have long lasting effect on students. Ideology and gender of the administrator can influence adoption and implementation of individual school’s policy. A study consisting of quantitative and qualitative measures was utilized to determine the difference of opinion between male and female administrators through a survey about zero tolerance discipline policy. Missouri public high school principals were the focus of the study, each receiving the opportunity to participate in the survey vi

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Lysne, Daniel W. "Elementary principals' development of instructional leadership /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7606.

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Wagner, Kristi E. "A program evaluation of a leadership academy for school principals." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618314.

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This program evaluation focused on mid-range outcomes of a leadership academy for school principals. The mixed-methods evaluation included interviews, principals' instructional observation database, and teacher surveys. The Principal Academy program was designed to build principals' knowledge of high-yield instructional strategies (Hattie, 2009), expertise with tools to collect classroom data that provide immediate feedback to teachers, and facilitate collaborative observation conferences to engage teachers in professional learning to improve classroom instructional practices. Participants in

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Huber, Donna S. "Influences on high school principals' mathematics instructional leadership practices." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1195003040.

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McDonald, Alison L. "Emotion, Trust and Urban School Leadership| A Perspective from Urban High School Principals." Thesis, Mills College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10195951.

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<p> Much has been written in the past twenty years about the importance of leadership at the school site level. There has been a major emphasis in the literature, in fact, on the power of the principal and the critical nature of the role for student achievement. Capable leaders have the ability to turn a struggling school into a thriving school. However, in urban school districts, high school principals tend not to stay on the job very long. There is considerable research in the area of principal retention as scholars attempt to uncover what factors influence retention. Large numbers of princi

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Smith, Michael Paul Lyman Linda L. Gardner Dianne C. "Principals as role makers a study of Illinois principals' perceptions of instructional leadership /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417805781&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1206022281&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2007.<br>Dissertation Committee: Linda Lyman, Dianne Gardner (co-chairs), W. Paul Vogt, Joseph Pacha. Title from title page screen, viewed on March 20, 2008. Includes bibliographical references (leaves 185-194) and abstract. Also available in print.

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Barisano, Erin C. O. "Forming and Supporting Lay Catholic Elementary School Principals as Spiritual Leaders." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10271110.

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<p> The role of a Catholic school principal is complex and includes promoting Catholic faith and spirituality throughout the school community. The additional job requirements of spiritual leadership are intentional formation for prospective and novice principals and efforts to sustain spirituality for experienced principals. This qualitative study explored the perceptions held by experienced lay elementary principals of their role as spiritual leader as well as how prepared they felt to serve in this role. Additionally, the study explored suggestions for sustaining principals in their role as

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Loebe, Anna Yolanda. "Educational leadership for school change: Stories by six Latina elementary school principals." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280723.

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Six female, Hispanic elementary school principals from a southwestern urban school district were asked to describe leadership for school change through personal narrative in response to two central questions: (1) How does the Latina elementary school principal define and enact leadership for school change? (2) How does the variable of ethnic culture interplay in the Latina educational leadership role? A phenomenological research approach was used to seek answers to these questions. The participants were interviewed on three separate occasions within a one-month period using three in-depth, phe

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Mlakar, Melissa K. "Principals' Mindset: Growth or Fixed?" Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu15596566661678.

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Smith, James David. "Urban school principal leadership preparation [electronic resources] perspective of urban school principals /." Diss., Connect to online resource - MSU authorized users, 2008.

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Versland, Tena Marie. "Self-efficacy development of aspiring principals in education leadership preparation programs." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/versland/VerslandT0509.pdf.

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Much attention has been given to the importance of principal preparation programs in equipping principals with the knowledge and skills necessary to effectively lead schools. However despite this attention, many critics from inside and outside the higher education community do not believe preparation programs have gone far enough or have made the necessary changes to insure that principal candidates gain the skills and knowledge necessary for the demands of leadership in contemporary schools. Bandura (1997) found that people's self-efficacy, the judgments of their personal capabilities, rather

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Lo, Ying-choi. "Effective leadership of a secondary school principal." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963468.

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Bruintjies, Brent Peter Francois. "Coping strategies of new school principals." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1868.

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Thesis submitted in partial fulfillment of the requirements for the degree of Magister of Technologiae: Educationis In the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2007<br>Currently any Post Level One Educator in South Africa may be appointed to the position of School Principal with only the basic qualification, i.e. matric and a three-year teaching diploma (REQV 13). As per the Educators Employment Act (1998), the minimum teaching experience required for a principalship range from 3-7 years depending on the grading of the school (P1- 4

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Tiu, Conrado. "A qualitative study into the inner leadership of transformative California school principals." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027828.

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<p> The 1983 publication of <i>A Nation at Risk</i> gave birth to an effort to reform K-12 schools and increase student achievement all over the United States. More than 30 years later, the school reform efforts have grown into immense industries with marginal effect. Major legislation and programs have been launched throughout 3 decades, with <i>No Child Left Behind</i> legislation and <i>Common Core States Standards Initiative </i> being the latest and biggest endeavors, still with minimal outcomes. These efforts follow and run along with many years of structural changes such as Voucher, Sma

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Wargo, Elizabeth Sue. "Hyperconnected school leadership| Shared experiences." Thesis, University of Montana, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256108.

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<p> Leaders remain perpetually connected to their work because of the rapid advancement of information technology. This research, using a qualitative approach, explored how increased connective technology is affecting school leaders with the central question: <i>How is hyperconnectivity experienced by school leaders?</i> Using personal interviews, the lived experiences of fifteen international middle and high school principals with one-to-one student-to-device programs were collected. Raw transcriptions of their experiences were analyzed using the descriptive phenomenological approach as outli

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Shropshire, N. Ryan. "Perceived factors that impact the appointment of African American male principals and assistant principals within two local metro school systems." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/2157.

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The differences in perceptions among African American male school leaders and the factors that led to their appointment were investigated. The differences were determined by the type of written responses given on surveys that were distributed and then collected by the researcher, which resulted in different correlations for each research question, along with oral responses that were given by subjects during interviews. Results indicated that there was no perceived correlation between factors such as knowledge of curriculum, leadership experience, educational values and the appointment of Afric

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Duncan, Jeffrey. "An Assessment of Principals' Technology Leadership: A Statewide Survey." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2621.

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The purpose of this study was to collect data about engagement and involvement around technology issues by principals in Virginia. Virginia public school administrators were surveyed using the Principals Technology Leadership Assessment (PTLA) instrument and results compared to the National Educational Technology Standards for Administrators (NETS-A) (ISTE, 2002). This study, though limited in scope, provided meaningful data for research. The study reflects that despite 10 years of having NETS-A in place, Virginia public school administrators are barely meeting minimum standards in five out of

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Vandervelde, Woodfork Michelle R. "Multicultural educational leadership : a case study /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7691.

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Cardarelli, Rosaline. "The Impact of Leadership Behaviors of Blue Ribbon Catholic School Principals on School Culture." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618797.

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The purpose of this study was to conduct an analysis of six successful Blue Ribbon Catholic schools to determine the relationship between principal's leadership behaviors, teacher's perceptions of principals and resulting school culture within six successful Blue Ribbon schools. A mixed methods approach for analysis was used through both qualitative and quantitative methods by means of principal interview data, observations, survey data, principal survey, and teacher survey. Participants in the survey included six principals and 80 teachers from elementary and high schools from rural as well a

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