Sycamore Scholars

Principal Perceptions About the Implementation and Effectiveness of Online Learning in Public High Schools in Indiana

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dc.contributor.author Rayle, Timothy W.
dc.date.accessioned 2015-10-05T20:28:02Z
dc.date.available 2015-10-05T20:28:02Z
dc.identifier.uri http://hdl.handle.net/10484/8080
dc.description.abstract The purpose of this quantitative study was to determine the principal perceptions and demographic relationship of the implementation and effectiveness of online learning in non-charter Indiana public high schools. An analysis was prepared to determine whether demographic factors played a role in the principal‘s perceptions of the implementation and effectiveness of online learning. Factors examined included school location, school size, technology and support costs, principal‘s age, and principal‘s gender. Principal‘s perceptions were examined because the principal is considered to be the building level educational leader. As such, the principal has a responsibility to provide the students with a sound curriculum that meets their needs individually and collectively. The research design involved a population of 343 non-charter public high school principals serving grades of at least 10 – 12. Principal beliefs in the implementation and effectiveness of online learning were collected using a 44-item survey. Statistical analysis of the data included descriptive statistics regarding the mean, standard deviation, and frequency of selected items. A Pearson product moment correlation and multivariate analysis of variance were used to test the null hypotheses. Significance was identified at the .05 level. In all, 241 principals of non-charter public high schools in Indiana responded to the survey instrument which questioned the perceived level of effectiveness and perceived level of implementation of 15 specific uses of online learning. As a result of the analysis, significant findings were present in the overall perceptions of the implementation and effectiveness of online learning and also in the 15 individual uses of online learning. Significance was also found in one or more of the 15 uses of online learning in regards to the perceived implementation based upon gender, student enrollment, school locality, and the interactions based upon age and gender, and student enrollment and school locality. In addition, significance was found in one or more of the 15 uses of online learning in regards to the perceived effectiveness based upon student enrollment, school locality, and the interactions of enrollment and locality.
dc.description.statementofresponsibility Timothy W. Rayle
dc.language.iso en_US
dc.subject.lcsh Public schools--Indiana.
dc.subject.lcsh Distance education.
dc.subject.lcsh School principals.
dc.subject.other Online learning.
dc.subject.other Implementation.
dc.subject.other Principal perceptions.
dc.title Principal Perceptions About the Implementation and Effectiveness of Online Learning in Public High Schools in Indiana
dc.type Dissertation
dc.date.graduationmonth May
dc.date.published 2011
dc.description.committeechair Whitaker, Todd
dc.description.committeemembers Steve Gruenert
dc.description.committeemembers James Hanna(Rossville Consolidated School District)
dc.description.degree Doctor of Philosophy
dc.description.department Department of Educational Leadership, Administration, and Foundations
dc.description.imprint Cunningham Memorial library, Terre Haute, Indiana State University
dc.description.itemidetd 20110720-004
dc.description.level Doctoral
dc.description.note Title from document title page. Document formatted into pages: contains 177p.: ill. Includes Abstract and Appendix.


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