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首页> 外文学位 >How Principal Leadership Influences Teacher Motivation to Seek Out Professional Development Opportunities on New Technology.
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How Principal Leadership Influences Teacher Motivation to Seek Out Professional Development Opportunities on New Technology.

机译：校长领导力如何影响教师的动机以寻求新技术方面的专业发展机会。

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摘要

This qualitative case study explored how principal leadership influenced teacher motivation to seek out professional development opportunities on new technology. Two groups of participants included: 36 middle school teachers, and three principals in an urban area in Arizona. Information was collected for this study in two ways, teacher focus groups and principal interviews. Four research questions were developed: 1) What principal leadership factors motivated teachers to seek out professional development opportunities on the use of new technologies, 2) How did principal leadership influence collaboration among teachers resulting in a "learning" culture to share professional development "best" practices, 3) How did proactive teacher use of new technology result in these teachers modifying their instructional approaches in the classroom, and 4) How did principal leadership style determine what the nature of the process is that will be followed to determine how teacher requirements for professional development on new technology are fully met? This qualitative approach was derived from the theoretical foundation based on the work of Guskey, with more emphasis on principals and their ability to influence and motivate their teachers. The results and implications of this study supported (a) principals as the instructional leaders of their schools, (b) a need for better quality professional development workshops, and (c) motivation of teachers to seek out and share the content of professional development workshops with other teachers However, these results are not generalizable due to the sample size and use of only one school district in urban Arizona.;Keywords: Principal leadership, professional development, collaboration, technology, and teacher motivation.
机译：该定性案例研究探讨了校长领导如何影响教师寻找新技术专业发展机会的动力。两组参与者包括：36名中学教师和亚利桑那州市区的三名校长。本研究以两种方式收集信息，即教师焦点小组和校长访谈。提出了四个研究问题：1）哪些主要领导因素促使教师寻求使用新技术的专业发展机会； 2）主要领导如何影响教师之间的协作，从而形成一种“学习”文化，以分享专业发展的“最佳” “实践，3）教师积极使用新技术如何导致这些教师在课堂上改变教学方法，以及4）校长领导风格如何确定过程的本质，从而决定教师的要求对于新技术的专业发展是否得到充分满足？这种定性的方法是基于Guskey的工作的理论基础而提出的，更加注重校长及其影响和激励老师的能力。这项研究的结果和启示支持（a）校长作为学校的教学负责人，（b）需要质量更高的专业发展研讨会，以及（c）激励教师寻找和分享专业发展研讨会的内容与其他教师的关系然而，由于样本量和在亚利桑那州市区仅一个学区的使用，这些结果无法推广。关键词：校长领导，专业发展，合作，技术和教师激励。

著录项

  • 作者

    Paul, Timothy Scott.;

  • 作者单位

    Grand Canyon University.;

  • 授予单位 Grand Canyon University.;
  • 学科 Educational leadership.;Educational technology.;School administration.
  • 学位 Ed.D.
  • 年度 2015
  • 页码 292 p.
  • 总页数 292
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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