Public School Administrators and Technology Policy Making

Educational Administration Quarterly, Vol. 39, No. 4, pp. 434-467, October 2003

35 Pages Posted: 15 Mar 2012

See all articles by Jason P. Nance

Jason P. Nance

University of Florida Levin College of Law

Date Written: October 1, 2003

Abstract

Given little information about administrators' predilections toward participation in policy making, this study measured 256 midwestern principals’ involvement in technology policy making at the building, district, state, and national levels. The study tested a conceptual model identifying influences on principals’ involvement in technology policy making. Using hierarchical ordinary least squares regression analysis, administrators’ disposition for participation set the stage for actual involvement at the building, district, and state levels. At the district, state, and national levels, involvement on a lower policy making level was a strong predictor of involvement at a higher level. Principals’ familiarity with the policy process was a predictor for involvement at the building level. Urban principals are less likely to become involved in technology policy making in their buildings and districts than suburban and rural principals are. Elementary principals are less likely to become involved in technology policy making than their high school and middle school counterparts.

Keywords: Technology Policy Making, Educational Administration

Suggested Citation

Nance, Jason P., Public School Administrators and Technology Policy Making (October 1, 2003). Educational Administration Quarterly, Vol. 39, No. 4, pp. 434-467, October 2003. Available at SSRN: https://ssrn.com/abstract=2022350

Jason P. Nance (Contact Author)

University of Florida Levin College of Law ( email )

P.O. Box 117625
Gainesville, FL 32611-7625
United States
352-273-0992 (Phone)

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