{"id":{"repo_id":"duquesne","oai_identifier":"oai:dsc.duq.edu:etd-2233"},"canonical_url":"https://search.dev.ndltd.org/etd/duquesne/oai:dsc.duq.edu:etd-2233","repository":{"repo_id":"duquesne","name":"Duquesne","base_url":"https://dsc.duq.edu/do/oai/"},"display":{"title":"The Impact a Technology Leader and Their Leadership Style Makes in K-12 Classroom Teacher's Implementation of Technology","abstract":"The purpose of the study was to examine how public school technology leaders' leadership styles in Pennsylvania schools impact K-12 classroom teachers' integration of technology. The study collected data using two online surveys, the MLQ and LoTi, which measured leadership styles and levels of technology integration. Despite the large sample size of 500 school districts, a low response rate of 5.6% resulted. While demographic data and descriptive statistics could be analyzed, it was not possible to run meaningful analytical statistics to show if correlations existed between technology leaders' leadership styles and classroom technology integration. A number of limitations were identified and insightful comments from participating classroom teachers and technology leaders provide future researchers with many points to consider.","abstract_html":"The purpose of the study was to examine how public school technology leaders' leadership styles in Pennsylvania schools impact K-12 classroom teachers' integration of technology. The study collected data using two online surveys, the MLQ and LoTi, which measured leadership styles and levels of technology integration. Despite the large sample size of 500 school districts, a low response rate of 5.6% resulted. While demographic data and descriptive statistics could be analyzed, it was not possible to run meaningful analytical statistics to show if correlations existed between technology leaders' leadership styles and classroom technology integration. A number of limitations were identified and insightful comments from participating classroom teachers and technology leaders provide future researchers with many points to consider.","abstract_has_math":false,"creators":["Smith, Molly S."],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Instructional Technology (EdDIT)","degree_department":null,"school":null,"contributors":["David D. Carbonara","Joseph C. Kush","Connie M. Moss"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T02:10:29Z","subjects":["Integration","Leadership","Low response rate","Technology","Technology leader","Transformational"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/1217","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["David D. Carbonara","Joseph C. Kush","Connie M. 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The study collected data using two online surveys, the MLQ and LoTi, which measured leadership styles and levels of technology integration. Despite the large sample size of 500 school districts, a low response rate of 5.6% resulted. While demographic data and descriptive statistics could be analyzed, it was not possible to run meaningful analytical statistics to show if correlations existed between technology leaders' leadership styles and classroom technology integration. A number of limitations were identified and insightful comments from participating classroom teachers and technology leaders provide future researchers with many points to consider."]},{"key":"dc:title","label":"Title","values":["The Impact a Technology Leader and Their Leadership Style Makes in K-12 Classroom Teacher's Implementation of Technology"]}]}],"canonical_facts":{"dc:contributor":["David D. Carbonara","Joseph C. Kush","Connie M. Moss"],"dc:creator":["Smith, Molly S."],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["The purpose of the study was to examine how public school technology leaders' leadership styles in Pennsylvania schools impact K-12 classroom teachers' integration of technology. The study collected data using two online surveys, the MLQ and LoTi, which measured leadership styles and levels of technology integration. Despite the large sample size of 500 school districts, a low response rate of 5.6% resulted. While demographic data and descriptive statistics could be analyzed, it was not possible to run meaningful analytical statistics to show if correlations existed between technology leaders' leadership styles and classroom technology integration. A number of limitations were identified and insightful comments from participating classroom teachers and technology leaders provide future researchers with many points to consider."],"dc:identifier":["https://dsc.duq.edu/etd/1217"],"dc:language":["English"],"dc:subject":["Integration","Leadership","Low response rate","Technology","Technology leader","Transformational"],"dc:title":["The Impact a Technology Leader and Their Leadership Style Makes in K-12 Classroom Teacher's Implementation of Technology"],"thesis:degree_discipline":["Instructional Technology (EdDIT)"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T02:10:29Z"}