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An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments

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Date Issued:
2017
Abstract/Description:
The purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to complete the DILRI(&)copy; at two separate points in time: September 2016 and June 2017. Based on these two administrations, this study's six Research Questions were answered. Research Questions 1, 2, 3, 4, and 6 were addressed quantitatively using descriptive statistics, along with two MANOVA analyses for Research Question 6. Research Question 5 was answered qualitatively by examining open-ended responses found within the DILRI(&)copy;. Based on the data collected, Experience Supervising Others and Colleagues were two factors ranked highest by administrators as influencing their knowledge and confidence. Additionally, high school administrators perceive themselves to be knowledge and confident in recognizing Student Engagement and Student Collaboration, and in developing digital school culture factors of Leadership Teams, Empowering Teachers, and Shared Vision. Overall means increased for knowledge and confidence on each scale between the September 2016 and June 2017 DILRI(&)copy; administrations. Much research relating to the digital school environment has only focused on the preparation required of teachers; therefore, this study provides administrators, directors, school boards, superintendents, and other school district leaders with relevant information relating to the self-reported readiness of high school administrators to lead in a digital school environment.
Title: An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments.
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Name(s): Shepherd, Andrew, Author
Taylor, Rosemarye, Committee Chair
Doherty, Walter, Committee Member
Johnson, Jerry, Committee Member
Border, Harold, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2017
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to complete the DILRI(&)copy; at two separate points in time: September 2016 and June 2017. Based on these two administrations, this study's six Research Questions were answered. Research Questions 1, 2, 3, 4, and 6 were addressed quantitatively using descriptive statistics, along with two MANOVA analyses for Research Question 6. Research Question 5 was answered qualitatively by examining open-ended responses found within the DILRI(&)copy;. Based on the data collected, Experience Supervising Others and Colleagues were two factors ranked highest by administrators as influencing their knowledge and confidence. Additionally, high school administrators perceive themselves to be knowledge and confident in recognizing Student Engagement and Student Collaboration, and in developing digital school culture factors of Leadership Teams, Empowering Teachers, and Shared Vision. Overall means increased for knowledge and confidence on each scale between the September 2016 and June 2017 DILRI(&)copy; administrations. Much research relating to the digital school environment has only focused on the preparation required of teachers; therefore, this study provides administrators, directors, school boards, superintendents, and other school district leaders with relevant information relating to the self-reported readiness of high school administrators to lead in a digital school environment.
Identifier: CFE0007295 (IID), ucf:52173 (fedora)
Note(s): 2017-12-01
Ed.D.
Education and Human Performance, Teaching, Learning and Leadership
Doctoral
This record was generated from author submitted information.
Subject(s): 21st Century School -- Confidence -- Digital Classroom -- Digital Instructional Leadership Readiness -- Digital Leadership -- Digital School Culture -- Digital School Environment -- E-Leadership -- E-Learning -- Educational Leaders -- High School Administrator -- ICT Adoption -- ICT Leadership -- Information and Communication Technologies -- Instructional Leadership -- Knowledge -- Mixed Methods -- Principal Preparation -- Readiness -- School Administration -- Self-Efficacy -- Standards-Based Instruction in Digital Schools -- Technology in School -- Technology Integration -- Technology Leadership
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007295
Restrictions on Access: campus 2023-06-15
Host Institution: UCF

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