Date of Award

Spring 5-9-2018

Degree Type

Thesis

Degree Name

Doctor of Education (EdD)

Department

Educational Policy Studies

First Advisor

Dr. Yinying Wang

Second Advisor

Dr. James Kahrs

Third Advisor

Dr. Dot Schoeller

Abstract

Purpose: When a school leader communicates a shared school vision, a sense of purpose is created among staff members that may lead to increased motivation. Creating a shared school identity is the main task of a transformational leader. Addressing the needs and interests of teachers is the foundation for transformational leadership that in turn may affect student performance. Research Methods: This dissertation focuses on three constructs: (a) transformational leadership, (b) teacher motivation (in technology integration in instruction), and (c) student achievement. This study utilized a survey to investigate teachers’ perceptions of the principal’s leadership style and their own motivations for integrating technology into their classrooms. The data for four different regression models came from several sources: (a) a survey administered to second grade classroom teachers from the five schools participating in the study (transformational leadership and teacher motivation data), (b) second grade students’ end of year assessment scores, (c) data on time spent on technology, (d) socioeconomic status (students who qualify for free and reduced lunch), and (e) race and gender information. The sample in the study was comprised of 330 second grade students from five different elementary schools in the school district and included eighteen second grade teachers from five different schools. This research study provides insight into transformational leadership and teacher motivation, as well as detailed demographic information concerning the use of technology in the primary grades. Findings: The results showed that a principal’s transformational leadership style and a teacher’s motivation to implement technology were significantly positively related to principal’s transformational leadership, accounting for 28% of teacher motivation. The findings of the multiple regression models indicated that at the second grade level, only ethnicity (specifically Whites to the comparison Black group) had an influence on student end of year scores. The conclusion indicates that White students scored on average 7.688 points higher than the Black students controlling for all other variables. Implications for Research and Practice: This study supports the need for states and school districts to train and support principals to build their capacity and to motivate teachers in order to build the teacher’s capacity, which supports effective instructional practices to increase student achievement.

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