Entrepreneurial Leadership for Technology: An Opposable Mind

Creighton, Theodore B.

doi:10.4135/9781452243894.n1

Cited by 4 publications

(2 citation statements)

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“…The essence of TL practices is acknowledged to bring about a change in attitudes, feelings, behaviors, and performance with individuals (Creighton, 2011). By extension of these leadership practices, the key role in transforming school culture into LO culture is attributed to school principals (Harris & Jones, 2018; Tołwinska, 2021).…”

Section: Introductionmentioning

confidence: 99%

Role of School Principals’ Technology Leadership Practices in Building a Learning Organization Culture in Public K-12 Schools

Banoğlu

Vanderlinde

Çetin

et al. 2022

Journal of School Leadership

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A principal’s technology leadership (TL) practices can facilitate information and communication technologies (ICT) integration into K-12 schools, alongside a drastic change in teachers' organizational behaviors to accompany this technological and cultural transformation process. However, there is little evidence of which TL practices contribute to such a holistic change in school culture; that is, the learning organization (LO) culture stimulating teachers' individual and collective professional learning orientations in tandem. The purpose of this paper is twofold. The first is to identify distinct profiles of LO culture in schools, based on teachers’ professional learning orientations. The second is to explore how a principal’s TL practices are related to teachers’ endorsement of these LO profiles. Data were drawn from 1105 teachers and 58 principals in 69 K-12 schools in Turkey. Multilevel latent profile analysis was used to uncover latent LO profiles with similar professional learning orientations. The resulting profiles were regressed on principals' TL practices, measured against the International Society for Technology in Education-Administrators (ISTE-A) standards. Teachers' professional learning orientations fell into high, moderate, and low-level LO profiles. The “systemic improvement” ISTE-A standard, including TL practices such as a principal’s data-driven decision making, school benchmarking, and technology-oriented staff employment, proved to be a significant predictor of a high-level LO profile. The school stage and teacher’s age were also found to be associated with that profile. Overall, we conclude that TL practices may have far-reaching implications for teachers’ professional learning orientations and school culture.

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Section: Introductionmentioning

confidence: 99%

Role of School Principals’ Technology Leadership Practices in Building a Learning Organization Culture in Public K-12 Schools

Banoğlu

Vanderlinde

Çetin

et al. 2022

Journal of School Leadership

View full text Add to dashboard Cite

show abstract

“…For instance, educators consider how to build bridges eliciting community support for the growth rapidly advancing technology requires (Papa, 2011). Ways for leaders to tie technology to institutional mission and goals are being explored (Creighton, 2011). Others address what are important considerations to assess and evaluate in a school technology plan (Brown, 2011).…”

Section: Technology Leadership In Educationmentioning

confidence: 99%