Principals' Roles in Supporting and Evaluating Teacher Use Of
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University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 5-2020 Principals’ Roles in Supporting and Evaluating Teacher Use of Technology in Nonpublic Secondary Schools Susan Byrkit Wallis University of Tennessee, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Recommended Citation Wallis, Susan Byrkit, "Principals’ Roles in Supporting and Evaluating Teacher Use of Technology in Nonpublic Secondary Schools. " PhD diss., University of Tennessee, 2020. https://trace.tennessee.edu/utk_graddiss/5828 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Susan Byrkit Wallis entitled "Principals’ Roles in Supporting and Evaluating Teacher Use of Technology in Nonpublic Secondary Schools." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Educational Administration. Pamela Angelle, Major Professor We have read this dissertation and recommend its acceptance: Mary Lynne Derrington, Karen Boyd, Joel Diambra Accepted for the Council: Dixie L. Thompson Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) Principals’ Roles in Supporting and Evaluating Teacher Use of Technology in Nonpublic Secondary Schools A Dissertation Presented for the Doctor of Philosophy Degree The University of Tennessee, Knoxville Susan Byrkit Wallis May 2020 Copyright ©2020 by Susan Byrkit Wallis. All rights reserved. ii DEDICATION “All our dreams can come true, if we have the courage to pursue them.” -Walt Disney This dissertation is dedicated to my loving husband, Brian Wallis, who has exhibited tremendous patience and selflessness during the years I’ve been in graduate school. You’ve given me the courage to press on through many life changes – marriages, funerals, illnesses, job changes and yet, your support never wavered. Words are inadequate to express my gratitude for all you’ve done to help me achieve this goal. I’d also like to dedicate this to my parents, and my biggest cheerleaders, Chris and Larry Byrkit. Thank you for instilling in me a strong work ethic and for your belief in my abilities that often surpassed my own when I needed it the most. To my children, Erin, Matthew and Amy, this accomplishment is also for each of you. Thank you for sacrificing ‘time with mom’ as I pressed on. Thank you for sharing in the joys and challenges along this journey. Finally, writing this dissertation definitely increased my prayer life and without my constant companion, my Lord and Savior, this would not have been possible. I am blessed beyond measure. iii ACKNOWLEDGEMENTS The process of completing this dissertation is certainly one of the most challenging tasks I’ve undertaken in my life. I am thankful for my dissertation chair, Dr. Pamela Angelle and her consistent feedback and patience, especially when I was lost for months at a time in the details and demands of life. From your very first academic writing class, I admired the level of excellence you demanded, and I am a much better writer because of your direction and input. I want to thank my other dissertation committee members, Dr. Derrington, Dr. Boyd, and Dr.Diambra for walking this journey with me and helping me refine my research abilities. I also want to thank Mr. George Waller, my former head of school. Your influence as my mentor is definitely the greatest blessings of my professional life, but your friendship and encouragement in this process were invaluable at some of the weariest stages. And finally, I want to thank the many students I’ve had the privilege of serving over the years. You are a continual source of inspiration. Because of you, my heart’s desire is to never stop learning and improving. iv ABSTRACT The purpose of this qualitative, explanatory, multi-site study was to explore and better understand how high school principals support, and evaluate teacher use of technology for classroom instruction in nonpublic secondary schools. The study was guided by the Role Identity theory theoretical framework as provided by McCall and Simmons (1966). Literature was also reviewed related to administrative support of technology integration. Limited research exists exploring how principals perceive they support technology use as well as how they evaluate technology integration in the classroom. This study sought to address the gap in the literature. Data were collected through interviews with six high school principals, field notes, and collected artifacts from each of the six schools. Data revealed principals support teacher use of technology for classroom instruction within the constraints of available resources. The study also revealed a lack in formal methods or instruments for evaluating technology use. One solution is for heads of schools and accrediting agencies to establish distinct expectations for principals in leading technology integration using established NETS-A standards. Such expectations can empower principals and transform successful integration of technology in nonpublic schools. Additional implications for heads of school and policy makers regarding technology integration were explored. Finally, suggestions were offered for future research projects. v TABLE OF CONTENTS CHAPTER I INTRODUCTION TO THE STUDY ........................................................... 1 Statement of the Problem .................................................................................................... 7 Purpose ................................................................................................................................ 9 Research Questions ........................................................................................................... 10 Significance of the Study .................................................................................................. 10 Definitions ......................................................................................................................... 11 Limitations ........................................................................................................................ 13 Delimitations ..................................................................................................................... 14 Organization of the Study ................................................................................................. 14 CHAPTER II REVIEW OF THE LITERATURE ............................................................ 16 The Search Process ........................................................................................................... 16 Growth of Educational Technology .................................................................................. 18 Availability ............................................................................................................... 19 Professional Standards for Technology Use ............................................................. 20 Technology Use versus Integration .......................................................................... 21 Effectiveness of Integration .............................................................................................. 22 Teacher Perceptions, Beliefs and Practices .............................................................. 23 Barriers and Enablers to Integration ......................................................................... 28 Impact of Administrative Support on Teacher Practice ............................................ 31 Principals’ Roles as Technology Leaders ......................................................................... 32 Shifting Priorities ...................................................................................................... 33 Principals’ Perceptions .............................................................................................. 35 Public versus Nonpublic School Agency .......................................................................... 38 Governance ............................................................................................................... 39 Resources .................................................................................................................. 40 Theoretical Framework ..................................................................................................... 41 Historical Development and Key Figures of Role Identity Theory .................................. 41 Main Tenets of Role Identity Theory ................................................................................ 44 Conclusion ........................................................................................................................ 49 CHAPTER III METHODOLOGY ................................................................................... 51 Type of Design .................................................................................................................. 51 Rationale for a Qualitative Design