AbstractsEducation Research & Administration

The purpose of this study was to establish the current level of engagement in social media use by Connecticut superintendents as well as their perceptions of the use and value of social media in the implementation of the ELCC District Level Standards. The study employed a sequential explanatory mixed methods design that consisted of a three-part survey of 95 Connecticut superintendents, interviews with six representative superintendents, and an artifact analysis to confirm self-reported factors. Survey respondents spanned all Connecticut District Reference Groups (DRGs), settings, district sizes, genders, and levels of experience, with more than 62% of eligible superintendents completing at least one section of the survey and more than 52% of eligible superintendents completing all three sections of the survey. Interview participants also represented varied DRGs, district sizes, genders, and levels of experience. Insight into the leadership behaviors of Connecticut school leaders was established through a theoretically framed approach to determining the use and perceived value of social media to implement the ELCC District Level Standards. The perceived value of social media, across all standard elements, exceeded use and demonstrated a strong desire, across all demographics, to explore ways to improve communications, relationships, professional development, and district marketing through the use of social media. Social media engagement results from the survey clearly indicate that Connecticut superintendents have greater engagement at lower levels of the social media engagement pyramid (consumer behaviors) and lower engagement at higher levels of the social media engagement pyramid (producer behaviors). Multiple regression analyses established the absence of any statistically significant relationship between the demographics of respondents and levels of social media engagement. Superintendents consistently identified the value of using social media in the implementation of the ELCC Standards as higher than their corresponding use of social media. Building relationships, enhancing communication with constituents, collaboration, and capacity building were identified as having the greatest value. Promoting ethics and social justice and monitoring and evaluating operational systems were found to have low value. Multiple regression analyses confirmed that there was no statistically significant relationship between respondent demographic variables and the perceived value of social media engagement. "Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education."; Dissertation advisor: Karen Beyard.; Ed.D.,Central Connecticut State University,,2015.;