Dissertation of the year: Congratulations to Dr. Barbara Bowers and chair Dr. Karen Johnson.

Dissertation of the year: Congratulations to Dr. Barbara Bowers and chair Dr. Karen Johnson.

June 16, 2019

Congratulations to Dr. Barbara Bowers and chair Dr. Karen Johnson. Dr. Heinrich Eylers, Dr. Mark McCaslin and the College of Doctoral Studies recognized Dr. Barbara Bowers SDS, alumni for the Dissertation of the year award. Dr. Karen Johnson was the Dissertation Chair. Committee members were Dr. Cheri Halderman-Mills and Dr. Maja Zelihic. The dissertation, Technology Leadership: A Qualitative Multiple Case Study Identifying Challenges Principals Face was recognized at the KWB Awards Ceremony on Thursday June 13th, 2019 at 9:00 AM PDT. The ceremony is part of our Knowledge Without Boundaries Research Summit – a virtual event that is an explorative virtual professional conference. The award includes an honorarium of $500.00.

 

Abstract: Public school principals in the 21st-century must be leaders of technology implementation. Challenges exist because many principals are not sufficiently prepared to lead the implementation and integration of educational technologies in schools. The purpose of the qualitative exploratory multiple case study was to explore the successes and challenges public school principals in Central Ohio experienced as they developed their technological leadership skills and to identify the strategies and resources they found most beneficial to their development. The central research question focused on discovering the successes and challenges public school principals experienced as they developed technological leadership skills. The study sample size consisted of nine public school principals in the Central Ohio area. The data collection process consisted of face-to-face individual semi-structured interviews, document reviews, and direct observation. The interviews were audio-recorded and transcribed so participants could later review transcripts for accuracy. Each case in the qualitative exploratory multiple case study was studied and analyzed individually before a cross-case analysis was conducted. The findings from the cross-case analysis generated 10 themes to answer the central research and sub-research questions. Findings from the study may provide school district administrators, principal preparation program leaders, and other professional development agencies with new understandings of the experiences and needs of principals developing their technology leadership skills.

 

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