Abstract

The purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)© to measure school administrators’ knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to complete the DILRI© at two separate points in time: September 2016 and June 2017. Based on these two administrations, this study’s six Research Questions were answered. Research Questions 1, 2, 3, 4, and 6 were addressed quantitatively using descriptive statistics, along with two MANOVA analyses for Research Question 6. Research Question 5 was answered qualitatively by examining open-ended responses found within the DILRI©. Based on the data collected, Experience Supervising Others and Colleagues were two factors ranked highest by administrators as influencing their knowledge and confidence. Additionally, high school administrators perceive themselves to be knowledge and confident in recognizing Student Engagement and Student Collaboration, and in developing digital school culture factors of Leadership Teams, Empowering Teachers, and Shared Vision. Overall means increased for knowledge and confidence on each scale between the September 2016 and June 2017 DILRI© administrations. Much research relating to the digital school environment has only focused on the preparation required of teachers; therefore, this study provides administrators, directors, school boards, superintendents, and other school district leaders with relevant information relating to the self-reported readiness of high school administrators to lead in a digital school environment.

Notes

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Graduation Date

2017

Semester

Fall

Advisor

Taylor, Rosemarye

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Teaching, Learning, and Leadership

Degree Program

Educational Leadership; Executive

Format

application/pdf

Identifier

CFE0007295

URL

http://purl.fcla.edu/fcla/etd/CFE0007295

Language

English

Release Date

June 2023

Length of Campus-only Access

5 years

Access Status

Doctoral Dissertation (Open Access)

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