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Description / Abstract
There is a high demand to incorporate technology into schools. Technology has infiltrated our society, and principals must learn to leverage technology to enhance learning while preparing students for a digital world. This case study examined principal leadership during a technology implementation in four public schools. The research was designed to investigate which specific actions principals take to promote technology in a school setting. McRel’s change management process was used as a theoretical framework in which to view the leadership of the participants. Methodology for the study included qualitative interviews and observations. A quantitative survey was used to run a Principal Component Analysis. Findings indicate that principals who strategically create a vision, provide resources, develop strong lines of communication, and systematically manage the change process develop supportive cultures that promote innovation and student-centered learning. Factors that support technology included managing change and communicating to stakeholders. This study identified five leadership responsibilities which, when used in conjunction with McRel’s second-order change process, enhanced a principal’s effectiveness. Findings would indicate that strategic leadership, paired with a change management framework, can increase a principal’s efficacy in implementing technology to promote a student-centered learning environment.
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Copyright NotesCopyright held by author. Riley Library Nonexclusive-Right-to-Publish agreement on file at the NNU Library.
Keywordsprincipal leadership, change management, technology implementation
Degree AwardedDoctor of Philosophy in Educational Leadership
Awarding InstitutionNorthwest Nazarene University
Committee MembersGale Zickefoose, Brady D. Dickinson
Supervisor or ChairHeidi Curtis
Peer Reviewed?No
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NNU Graduate Education Dissertations
141 Resources
- Education
- English
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