Publication Date


Document Type


First Advisor

Johnson, Donald R., 1941-

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations


High school principals--Illinois--Attitudes; Educational technology--Illinois--Public opinion; High schools--Curricula--Illinois


This study electronically surveyed Illinois public high-school principals to determine what variables affected their schools' participation in virtual learning as part of their overall curricula. Data were collected by way of an online survey on the Internet. The study examined the relationship between Illinois public high-schools' participation in virtual learning and school enrollments, district financial constraints, and their geographic location. Likewise, the study examined the relationship between the principals' knowledge and attitudes toward technology and virtual learning. Finally, the overall goal of this study was to determine if principals perceived they were the primary reason that virtual learning had been implemented or will be implemented in Illinois public high schools. The study investigated five research questions. All research questions (1–5) were analyzed by using frequency tables. Crosstabs and Pearson's chi-square were used for research questions 2, 3, 4, and 5. The study found that most (66.4%) Illinois public high schools were participating in virtual learning or were planning to implement it within the next five years. Schools with large student enrollments were more likely to be participating in virtual learning than schools with small enrollments. Likewise, schools of urban areas were more likely to be participating in virtual learning than schools located in small rural areas of the state. Schools with districts that pose no financial constraints were more likely to be participating in virtual learning than schools with districts that posed many financial constraints. The study found that the more knowledgeable principals were about technology and virtual learning, the more apt their schools were participating in virtual learning. Finally, the study determined that the principals do not perceive themselves as the primary reason virtual learning has been or will be implemented into their schools' overall curricula.


Includes bibliographical references (pages [158]-166)


x, 186 pages




Northern Illinois University

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