{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1400"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1400","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"K-12 Principals' Perceptions of Their Technology Leadership Preparedness","abstract":"Adopting technology in the K-12 classroom has moved from adapting lessons that highlight a technology to pervasive use of interactive and handheld devices. This instruction-technology connection creates high expectations to engage today's learners and transform education to support 21st century skills. School leaders have the complex task of incorporating technologies to enhance teaching and learning. The 2009 NETS-A standards were used to define the dimensions of leader preparedness for a technology-rich environment. The research design used a quasi-experimental quantitative study to identify leaders' perceptions of technology leadership preparedness and to determine the impact of one program, the Quality-Plus Leader Academy (QPLA), on leaders' perceptions. Principals from a large Southeastern U.S. school district were surveyed. Data were analyzed using descriptive statistics and a one-way multivariate analysis of variance. The findings showed that principals' highest perceptions of technology leadership preparedness were for the 2009 NETS-A subscale digital citizenship. The subscale visionary leadership had the lowest mean score. There was a statistically significant difference of technology leadership preparedness perceptions between QPLA and non-QPLA participants, where QPLA participants perceived higher levels of preparedness on all five subscales.","abstract_html":"Adopting technology in the K-12 classroom has moved from adapting lessons that highlight a technology to pervasive use of interactive and handheld devices. This instruction-technology connection creates high expectations to engage today's learners and transform education to support 21st century skills. School leaders have the complex task of incorporating technologies to enhance teaching and learning. The 2009 NETS-A standards were used to define the dimensions of leader preparedness for a technology-rich environment. The research design used a quasi-experimental quantitative study to identify leaders' perceptions of technology leadership preparedness and to determine the impact of one program, the Quality-Plus Leader Academy (QPLA), on leaders' perceptions. Principals from a large Southeastern U.S. school district were surveyed. Data were analyzed using descriptive statistics and a one-way multivariate analysis of variance. The findings showed that principals' highest perceptions of technology leadership preparedness were for the 2009 NETS-A subscale digital citizenship. The subscale visionary leadership had the lowest mean score. There was a statistically significant difference of technology leadership preparedness perceptions between QPLA and non-QPLA participants, where QPLA participants perceived higher levels of preparedness on all five subscales.","abstract_has_math":false,"creators":["Metcalf, Wendy Burns"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Linda M. Arthur","Paul M. Brinson, Jr."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-05-01T07:00:00Z","date_published":"2012-05-01T07:00:00Z","updated_at":"2026-07-24T02:26:46Z","subjects":["ETD","Technology leadership","Leader preparation","Technology-rich environment","2009 NETS-A","Quality-Plus Leader Academy","Principals","Distance education","Computer-assisted instruction"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/400","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Linda M. Arthur","Paul M. 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This instruction-technology connection creates high expectations to engage today's learners and transform education to support 21st century skills. School leaders have the complex task of incorporating technologies to enhance teaching and learning. The 2009 NETS-A standards were used to define the dimensions of leader preparedness for a technology-rich environment. The research design used a quasi-experimental quantitative study to identify leaders' perceptions of technology leadership preparedness and to determine the impact of one program, the Quality-Plus Leader Academy (QPLA), on leaders' perceptions. Principals from a large Southeastern U.S. school district were surveyed. Data were analyzed using descriptive statistics and a one-way multivariate analysis of variance. The findings showed that principals' highest perceptions of technology leadership preparedness were for the 2009 NETS-A subscale digital citizenship. The subscale visionary leadership had the lowest mean score. There was a statistically significant difference of technology leadership preparedness perceptions between QPLA and non-QPLA participants, where QPLA participants perceived higher levels of preparedness on all five subscales."]},{"key":"dc:title","label":"Title","values":["K-12 Principals' Perceptions of Their Technology Leadership Preparedness"]}]}],"canonical_facts":{"dc:contributor":["Linda M. Arthur","Paul M. Brinson, Jr."],"dc:creator":["Metcalf, Wendy Burns"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["Adopting technology in the K-12 classroom has moved from adapting lessons that highlight a technology to pervasive use of interactive and handheld devices. This instruction-technology connection creates high expectations to engage today's learners and transform education to support 21st century skills. School leaders have the complex task of incorporating technologies to enhance teaching and learning. The 2009 NETS-A standards were used to define the dimensions of leader preparedness for a technology-rich environment. The research design used a quasi-experimental quantitative study to identify leaders' perceptions of technology leadership preparedness and to determine the impact of one program, the Quality-Plus Leader Academy (QPLA), on leaders' perceptions. Principals from a large Southeastern U.S. school district were surveyed. Data were analyzed using descriptive statistics and a one-way multivariate analysis of variance. The findings showed that principals' highest perceptions of technology leadership preparedness were for the 2009 NETS-A subscale digital citizenship. The subscale visionary leadership had the lowest mean score. There was a statistically significant difference of technology leadership preparedness perceptions between QPLA and non-QPLA participants, where QPLA participants perceived higher levels of preparedness on all five subscales."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/400"],"dc:subject":["ETD","Technology leadership","Leader preparation","Technology-rich environment","2009 NETS-A","Quality-Plus Leader Academy","Principals","Distance education","Computer-assisted instruction"],"dc:title":["K-12 Principals' Perceptions of Their Technology Leadership Preparedness"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:46Z"}