An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments
Tuesday, March 19 10:45 AM-11:15 AM
The purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school (one-to-one classroom) environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)© to measure school administrators’ knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to complete the DILRI© at two separate points in time: September 2016 and June 2017. Based on these two administrations, this study’s six Research Questions were answered. Based on the data collected, Experience Supervising Others and Colleagues were two factors ranked highest by administrators as influencing their knowledge and confidence. Additionally, high school administrators perceive themselves to be knowledgeable and confident in recognizing Student Engagement and Student Collaboration, and in developing digital school culture factors of Leadership Teams, Empowering Teachers, and Shared Vision. Much research relating to the digital school environment has only focused on the preparation required of teachers; therefore, this study provides administrators, directors, school boards, superintendents, and other school district leaders with relevant information relating to the self-reported readiness of high school administrators to lead in a digital school environment.