Technology Leadership Qualities in Secondary School Principals in Nebraska Who Support Student-led Social Media Teams

Authors

Jill M. Johnson, University of Nebraska-LincolnFollow

First Advisor

Jiangang Xia

Second Advisor

Dick Meyer

Third Advisor

Guy Trainin

Date of this Version

5-2021

Document Type

Article

Citation

Johnson, J. (2021). Technology leadership qualities in secondary school principals in Nebraska who support student-led social media teams (Doctoral dissertation).

Comments

This article will be available on ProQuest.

A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Education, Major: Educational Administration, Under the Supervision of Professor Jiangang Xia. Lincoln, Nebraska: May, 2021

Copyright (c) 2021 Jill M. Johnson

Abstract

This study addresses secondary school principals in Nebraska who are dealing with the negative ramifications of their students’ social media interactions. To combat the problem, this study sought to identify the technology leadership qualities possessed by secondary school principals in Nebraska who support student-led social media teams. A purposeful sampling of six secondary school principals in Nebraska, who have all been practicing principals for at least three years, engaged in individual semi-structured interviews via Zoom in January 2021. The primary research question was: What technology leadership qualities are possessed by secondary school principals in Nebraska who support student-led social media teams? The five sub-questions, based on the International Society for Technology in Education (ISTE) Standards for Education Leaders, defined the conceptual framework for the study: equity and citizenship advocate, visionary planner, empowering leader, systems designer, and connected learner (ISTE, 2018).

The findings of this qualitative phenomenological study revealed ten themes based on technology leadership experiences not typically evident in mainstream educational leadership texts. Recommendations for educational leaders will be especially useful to those charged with making leadership decisions within their districts as well as support systems such as professional development agencies and principal preparation programs. This study could also support innovative approaches to instructional and social media problems faced by administrators in 21st century schools as well as stronger, more transparent connections among stakeholder groups. Results may also bring to light the use of student-led social media teams in Nebraska as a powerful tool in the way students connect, learn, and communicate in a global society.

Advisor: Dr. Jiangang Xia