Crawford, Jon G.
Ed.D. (Doctor of Education)
Department of Leadership, Educational Psychology and Foundations
Educational leadership||School principals--Illinois--Attitudes||Self-efficacy||Educational technology--Illinois--Planning||School management and organization--Illinois||Motivation in education--Illinois
This quantitative, non-experimental study examined the relationship between Illinois public school principal's self-efficacy and technology behaviors. The Principal Sense of Efficacy Scale (PSES; Tschannen-Moran & Gareis, 2004) was used to measure self-efficacy, while the Principal Technology Leadership Assessment (PTLA; CASTLE, 2009) was used to measure principal technology behaviors. Demographic variables such principal experience, education employment in any role, and gender were also considered. Of the population of 3400 public school principals statewide, 328 voluntarily participated in this study.;This study found a positive, significant relationship between principal self-efficacy and technology. Such relationships were significant for both males and females. Additionally, when looked at together with self-efficacy, total years employed as public school principals had a negative relationship with self-efficacy; total years in education, however, yielded a positive relationship. Exploratory analyses examined subscales of both instruments. The results inform the identification and development of principal candidates for their ever-changing, complex role in leading Future Ready schools. Results also provide opportunities for future research related to school leader self-efficacy and technology.
Melton, Kathleen A., "Examining principal self-efficacy and technology behaviors" (2015). Graduate Research Theses & Dissertations. 2971.
Northern Illinois University
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