Date of Award


Degree Type


University or Center

Atlanta University (AU)


School of Education

Degree Name



Educational Leadership

First Advisor

Dr. Trevor Turner

Second Advisor

Dr. Phil Bradley

Third Advisor

Dr. Clifton Tinsley


This study investigated the computer training of secondary school principals and the use of computers for administrative and computer-managed instructional purposes. Because there were no known instruments to measure the concepts in the study, the writer constructed two instruments and had them field-tested by a panel of experts whose feedback was used for improving the instruments. Analysis of the data was made by using the Statistical Package for the Social Sciences (SPsS). Data gathered from the Likert attitudinal scale were utilized to test the null hypotheses in the study. Responses from the attitudinal scale were subjected to the Analysis of Variance Statistical Method. The following significant findings of the study are that: 1. The principals indicated that trainings through the school system, self-taught, and peer taught had proven to be of greatest benefit to them. Training offered by the computer salesperson and the university had proven to be least effective for them. 2. Most principals perceived their level of computer knowledge to be less than average in order for them to feel comfortable in utilizing the computer. Only five principals perceived their knowledge as being above average or excellent. 3. Most principals believed that commitment from themselves was most important in facilitating computer use within their schools. 4. The data suggest that computers were used for some administrative purposes. The computer was used most for scheduling and least for financial accounting. 5. There was a significant relationship between training offered by the computer salesperson and utilization of the computer for financial accounting. There was also found a significant relationship between training offered through the school system and computer utilization for individualized educational planning. 6. A statistically significant difference was also found to exist between principals’ and teachers’ computer use of computerized student progress and curriculum planning. The major conclusions that resulted from the study are as follows: 1. Although principals viewed themselves as being strongly committed to computer use in their schools, and they felt training offered through their local school system was of greatest benefit, there does, however, appear to be a discrepancy between the level of commitment they indicated and their level of training. 2. Most principals would like more hands-on application in how to utilize the computer for personal use, administrative, computer-managed instruction, and computer-assisted instruction. 3. Principals felt that greater utilization could and should be made of computers in their schools for administrative and computer-managed instruction purposes.

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