Saved in:
| Main Author: | |
|---|---|
| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2024
|
| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED662549 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Table of Contents:
- School Librarians' Self-Efficacy as Educational Technology Coaches Becky P. Johnson School Libraries Librarians Library Role Educational Technology Coaching (Performance) Technological Literacy Self Efficacy Instructional Program Divisions Qualifications Responsibility Although school librarians adapt and continue to thrive through radical changes, one in five school librarian positions are cut due to a loss of funding. One way school librarians can promote their knowledge in digital and information literacy and their skills as education leaders is to serve as educational technology (EdTech) coaches in their school community. With the influx of EdTech in schools, districts are shifting budgets and quickly adding technology-focused jobs, which leaves other positions at risk for job loss. This exploratory mixed-methods study examined the self-efficacy of school librarians to serve as EdTech coaches through the lens of the ISTE Standards for Coaches. It also measured if school librarians are interested in this work and, if so, what responsibilities they would need to eliminate to accommodate this shift in workload. Quantitative and qualitative data was collected from 311 participants via a newly-created survey instrument. The results show that school librarians had a medium to high level of self-efficacy as EdTech coaches. There was also a statistically significant difference in self-efficacy between the groups based on both qualifications and ages served. Qualitative data supported the findings and provided further information about what would need to change for school librarians to shift their work. If schools are going to benefit from the dynamic EdTech coaching model afforded by activating school librarians in this role, they will need to examine their current responsibilities, develop a culture of collaboration, facilitate a deep understanding of the various roles of the school community, and establish an inclusive leadership team that brings multiple perspectives and expertise to the table. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]