Campus Location
Dallas Campus (Online)
Date of Award
12-2025
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Leah Wickersham Fish
Second Committee Member or Secondary Advisor
Timothy B. Jones
Third Committee Member or Committee Reader
Julie A. McElhany
Abstract
School administrators face the challenge of leading technology integration that provides meaningful learning opportunities to prepare students for 21st-century skills and careers. Research has shown that administrative leadership support, behaviors, assumptions, and policies impact technology integration in the classroom. The International Society for Technology in Education (ISTE) standards include guidelines for education leaders and their role in supporting educators using technology. However, leaders underestimate the impact of their leadership on effective use in the classroom. The purpose of this qualitative case study was to explore the perceptions of South Texas rural public school principals working in Chapman Independent School District (CISD), a pseudonym, regarding how well their principal preparation programs prepared them to create environments for 21st-century learning and their role in technology integration aligned with the ISTE Leadership Visionary Planner Standard. The following research questions were utilized: RQ1: How do CISD principals perceive their role in creating a distributive school culture to support and facilitate technology integration? RQ2: How do CISD principals believe their principal preparation programs have prepared them to facilitate and support technology integration in schools that align with the ISTE Leadership Visionary Planner Standard? RQ3: How do CISD principals perceive their roles in creating a vision and a strategic process for technology integration that aligns with the ISTE Leadership Visionary Planner Standard? Interviews were conducted with four South Texas rural principals in CISD, and data were collected from journaling, field notes, interview transcriptions, and documentation. Data analysis revealed four themes: (a) limited emphasis on technology in principal preparation programs, (b) on-the-job learning and technology integration, (c) resource challenges in technology integration, and (d) impact of evaluation systems on technology leadership. Recommendations for practice, future study, and policy were also provided.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Campbell, Christina J. Ed.D., "Principals’ Perceptions of Their Preparedness to Facilitate and Support Technology Integration in Schools: A Case Study of Four Rural Texas Principals" (2025). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 971.
https://digitalcommons.acu.edu/etd/971