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A Mixed Methods Study of Efficacy and Digital Learning Competencies for School Administrators in a Rural North Carolina District.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Mixed Methods Study of Efficacy and Digital Learning Competencies for School Administrators in a Rural North Carolina District./
Author:	Harrell, Stephanie B.
Description:	1 online resource (143 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Educational administration. -
Online resource:	click for full text (PQDT)
ISBN:	9798382752860

A Mixed Methods Study of Efficacy and Digital Learning Competencies for School Administrators in a Rural North Carolina District.
Harrell, Stephanie B.

A Mixed Methods Study of Efficacy and Digital Learning Competencies for School Administrators in a Rural North Carolina District. - 1 online resource (143 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ed.D.)--Gardner-Webb University, 2024.

Includes bibliographical references

The purpose of this mixed methods research study was to determine the efficacy of digital learning competencies for school administrators in a rural eastern North Carolina district. The study had four research questions that were answered through a survey and a focus group. The survey had 44 quantitative items that participants chose from a 4-point Likert scale and two open-ended questions. A total of 20 administrators from District A completed the survey. A focus group with four participants was conducted following the closing of the survey to gain a better understanding of the results from the survey. Previous research in digital learning sought out efficacy in teachers and students; no comprehensive tool has been established to determine the efficacy of administrators. The data from this research study indicate administrators in this district have a high efficacy in digital learning competencies and are confident in building additional digital leaders throughout their schools. Administrators believe the solid district foundation outlined in the district's 1:1 digital learning plan promotes efficacious digital learning competencies throughout the district and attributes the role of the digital learning specialist to ensuring principals gain mastery of digital learning competencies.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382752860Subjects--Topical Terms:

1148465
Educational administration.
Subjects--Index Terms:

Digital learning competenciesIndex Terms--Genre/Form:

554714
Electronic books.

A Mixed Methods Study of Efficacy and Digital Learning Competencies for School Administrators in a Rural North Carolina District.
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520 $a The purpose of this mixed methods research study was to determine the efficacy of digital learning competencies for school administrators in a rural eastern North Carolina district. The study had four research questions that were answered through a survey and a focus group. The survey had 44 quantitative items that participants chose from a 4-point Likert scale and two open-ended questions. A total of 20 administrators from District A completed the survey. A focus group with four participants was conducted following the closing of the survey to gain a better understanding of the results from the survey. Previous research in digital learning sought out efficacy in teachers and students; no comprehensive tool has been established to determine the efficacy of administrators. The data from this research study indicate administrators in this district have a high efficacy in digital learning competencies and are confident in building additional digital leaders throughout their schools. Administrators believe the solid district foundation outlined in the district's 1:1 digital learning plan promotes efficacious digital learning competencies throughout the district and attributes the role of the digital learning specialist to ensuring principals gain mastery of digital learning competencies.
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