Date of Award

Spring 5-2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Richard Shrubb

Abstract

Technology-enhanced teaching and learning (TETL) is the integration of technology into teaching and learning practices to improve the quality of learning outcomes. This is an essential strategy for improving educational quality. School leaders significantly affect the integration of effective TETL in the classroom. The International Society for Technology in Education (ISTE) provides Standards for Leaders that serve as a framework for innovation in education. Situational Leadership Theory contends that one leadership style cannot be applied to all leadership tasks. This study expands upon the current use of SLT to help derive characteristics needed to develop a school leadership model that promotes and fosters effective (TETL) in PK-12 education.

This study employed a qualitative, multi-case study to investigate highly effective TETL public school districts in Louisiana. A multi-level approach in research was taken to avoid the risk of ignoring influence within its complex layers. The district and school leaders in these districts were interviewed to explore TETL, leadership, perception, skill, and self-efficacy to uncover characteristics needed to promote and foster TETL. A structured interview approach was taken during this study. This approach increased the ability to compare responses between the various school districts.

Results of this study lead the researcher to develop a School-Level Leadership model for effective TETL, which includes the following elements: vision, empowering future leaders, fostering growth, support, student-centered strategies, and curriculum focus. This model also consists of the overlapping partnership between the school-level leader, school TETL team, and district leadership team.

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