"Exploring School Leaders’ Experiences Allocating Financial Resources " by Joshua Armstrong

Date of Conferral

1-13-2025

Degree

Ph.D.

School

Management

Advisor

Howard Schechter

Abstract

America's local education agencies (LEAs) often struggle with technology integration learning (TIL). There is a lack of understanding about how leadership is planning and financially managing the allocation of budgeted dollars to support TIL. The purpose of this phenomenological study was to explore the lived experiences of public school leaders involved with financial management and the planning of resources to support TIL. Mishra’s and Koehler’s technological, pedagogical, and content knowledge framework grounded this study on how leadership planning and financial management affect teachers’ technological skills and professional development when incorporating TIL in public schools. Data were collected through 11 semistructured interviews using a purposeful criterion sample of Missouri public school leaders. The meaningful statements bracketing resulted in 219 statements of relevance categorized into seven themes through thematic analysis. The findings indicated that planning and budgeting resources, leadership and environments, and collaborative spending and training positively contribute to TIL. The emerged themes were synthesized into the TIL Connection Cycle, encompassing three focal areas: (a) planning and budgeting resources, (b) leadership support and environments, and (c) collective spending and training. These three pillars may create a solid foundation for TIL’s success. The implications for positive social change include the potential for public school leaders to implement the three focal areas that could challenge traditional learning methods, lead to adaptive technological advancements, and enhance the students' learning experiences across America’s LEAs.

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