Browsing by Author "Kufel, Andrew Paul"
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- The Use of Technology by Public School PrincipalsMoles II, Kenneth Eugene (Virginia Tech, 2016-05-04)Technology has always been a part of a principal's daily duties. Whether the technology is a pencil, an intercom system, a laptop computer, or mobile device, it has played a role in the principalship. Questions remain regarding the extent technology influences the principalship, as well as the reasons why principals utilize certain technologies more than others. The purposes of this study were to investigate technologies principals used, the reasons principals used the identified technologies, and the variables associated with the usage. The following variables were studied as factors contributing to the technology usage: knowledge of technology, attitude toward technology, professional development and training, and organizational support for technology. The study consisted of 12 interviews of principals from across the United States: four interviews with elementary school principals, four interviews with middle school principals, and four interviews with high school principals. All 12 principals worked in Apple Distinguished Schools. The researcher found access to technology was high among principals, teachers, and students. The participants wanted technology that made their lives simpler. Principals dispositions toward technology were favorable, but included mixed and unfavorable dispositions as well. The principals' primary purpose for using technology was to become more efficient with their work. Support for the principal's use of technology existed through district funding of technology purchases, hiring of technical support, and providing professional development. Additional support was provided by grants from private companies. Policies regarding the integration of technology in schools were reviewed. Policies were considered restrictive or facilitative. Respondents knowledge of current technologies was evident, but they reported little knowledge about future trends. Most principals spent a majority of their day using technology. Recommendations for additional research include the study of the effect of technology on school culture, additional factors affecting technology use, data security, and the effect of technology on the effectiveness and efficiency of management. Recommendations for practice include: identifying technological devices and applications using the researchers revised questionnaire, including time for immersion after a training or professional development opportunity, updating acceptable-use policies, and carefully constructing the goals and resources needed to successfully implement technology.
- Variation in the Willingness of Superintendents to Recommend Hiring Alternatively Licensed PrincipalsKufel, Andrew Paul (Virginia Tech, 2007-10-01)In many parts of the country principal candidates are being licensed through alternative pathways. Some view this movement as a plausible solution to the shortage of principals and inadequacy of principal preparation programs (Hess, 2003; Southern Regional Education Board, 2006; Thomas B. Fordham Institute, 2003). Others are insulted and threatened by the prospect of a person from a non-traditional background leading a school (Fenwick & Pierce, 2001). The debate as to whether or not these candidates possess the prerequisite skills and knowledge to effectively lead a school continues. But, will superintendents, as gatekeepers to school districts, afford these individuals the opportunity to prove their worth as principals? In this study, superintendents’ attitudes toward alternative licensure of school principals; past behaviors related to hiring alternatively licensed school personnel; attitudes toward specific alternatively licensed personnel; perceptions of the conditions in their school districts; anticipated concerns about hiring alternatively licensed principals; and the presence or absence of a clearly articulated induction program for new principals are used as predictors of superintendents' willingness to recommend hiring alternatively licensed principals to their school boards. The composite model of attitude-behavior consistency and data from a qualitative study of 18 superintendents were the bases for the development of a theory. To test the theory, an on-line questionnaire, using Likert and Thurstone scaled items, was administered to 1200 randomly selected superintendents who were members of the American Association of School Administrators (AASA) in 2005. Multiple regression analysis was used for the analysis of the quantitative data. Five of the 19 predictor variables were significant predictors of superintendents’ willingness to recommend hiring alternatively licensed principals. The strongest relationship existed between superintendents’ willingness to recommend hiring alternatively licensed principals and their perceptions of the instructional leadership ability of alternatively licensed principals. Other significant predictors were superintendents’ past experiences hiring alternatively licensed principals, perceptions of the community acceptance of alternatively licensed principals, general attitude toward alternative licensure, and willingness to hire under the given definition. Superintendents displayed a low neutral (more unfavorable) score on the Thurstone scale, which means they view the employment of alternatively licensed principals slightly unfavorably.