Perceptions Of Administrators Research Articles

The Administration of Heritage Language Schools in Multicultural Societies: The Case of the Hellenic School of Ottawa, Canada

Many ethnic communities living in multicultural societies have established Heritage Language Schools (HLS) to transmit ethnic language and preserve ethnic culture. The administration of these HLS is no easy task however (Arvanitis, 2004; Pu, 2012; Tamis, 2010). Research is needed to help better understand how HLS programs, such as the Hellenic School of Ottawa (HSO), are administered and what can help enhance administration practices and the sustainment of these schools (Zoupa & Karlis, 2015). The purpose of this paper is to examine the perceptions of administration towards the administrative practices of the HSO. Specifically, the objectives of this study are to present the perceptions of HCO administrators toward: (1) the structure and objectives of the HSO, (2) the strengths and weaknesses of the administration of the HSO, and (3) suggestions for the enhancement of the administration of the HSO. Semi-structured interviews were conducted on ten former administrators of the HSO who have been responsible for operation of the HSO. It was found that the structure of the HSO focused on the instruction of the Greek language, including the four language skills- listening, speaking, reading, and writing; whereas, the objectives of the HSO focused on instilling a love for the Greek language. Moreover, administrators presented two strengths of the administration of HSO - (1) support from the HCO, and (2) people involvement as well as three weaknesses - (1) support from the HCO, and (2) people involvement. Further, the administrators presented ten suggestions for the enhancement of the operation of the HSO - (1) teachers of higher qualifications, (2) addition of more Greek-content activities, (3) time-frame expansion, (4) resources, (5) teacher support, (6) summer camps in Greece, (7) create school partnerships, (8) Webinars and seminars, (9) trips to Greece, and (10) engagement in Greek-content activities. Keywords: heritage language schools, Hellenic School of Ottawa, administration, ethnic language, ethnic culture

The Effect of School Administrators' Level of Positive Psychological Capital on School Atmosphere

The aim of this study is to investigate the effect of school administrators' positive psychological capital levels on school climate. The sample group of the study, in which the relational survey model was used, consisted of 327 school administrators. In the study, 'Questionnaire Form' was applied to obtain demographic information of the participants and then the 'Positive Psychological Capital Scale' and 'School Climate Scale' were applied to obtain data. In the study, it was seen that school administrators had a 'Very Good' level of psychological capital. It was seen that the perception levels of school administrators' positive psychological capital differed significantly in the sub-dimension of "psychological resilience" according to the gender variable in terms of socio-demographic characteristics. While the age variable had a significant and positive effect on the 'self-efficacy' sub-dimension, it was observed that the professional experience variable did not have a significant effect on the positive psychological capital perceptions of administrators. In addition, the income variable was found to have a significant effect on the dimensions of 'optimism and extroversion'. As a result, it was determined that administrators' perceptions of positive psychological capital positively affect school climate. The results were discussed on the basis of the related literature and suggestions for future research were presented.

School Administrators’ Leadership Competencies and Teachers’ Resilience During Covid-19 Pandemic

This study investigated the relationship between school adminis-trators’ leadership competencies and teachers’ resilience during the COVID-19 pandemic in the Zone 1 Division of Zambales for the school year 2020-2021. Using a descriptive research design, data were gathered from 136 randomly selected principals and teachers through a questionnaire. Results indicated that the school admin-istrators were rated "Excellent" in the leadership dimensions of managing change, solving problems, taking risks, setting vision, and demonstrating ethics and integrity. Similarly, teachers were assessed as "Excellent" in the resilience dimensions of self-awareness, realism, keeping calm under stress, empathy, and self-control. No significant difference was found in the perceptions of the school administrators and teachers regarding the administra-tors’ leadership competencies. However, a significant difference was observed in the perceptions of teachers' resilience. The study further revealed a positive high correlation between administra-tors’ leadership competencies and teachers’ resilience. Based on these findings, it was recommended that school heads continue to employ democratic principles, embrace new ideas, and adapt to change while maintaining ethical integrity. Moreover, strengthen-ing the partnership between school administrators and teachers is essential in achieving the school’s vision and objectives. Future researchers are encouraged to conduct parallel studies to validate these results and support the development of effective leadership practices.

Examination of Self-Leadership and Self-Management Perceptions of Vocational and Technical Anatolian High School Administrators

The aim of this research is to examine the views of the administrators working in the public vocational and technical Anatolian high schools in Bursa on self-leadership and self-management. The research is a descriptive research in survey model. A quantitative research design was used. The research sample consists of 94 administrators working in 115 public vocational and technical Anatolian high schools in Bursa, according to the 2021-2022 statistics of the Ministry of National Education. Personal Information Form, Self-Leadership Scale, Self-Management Scale were used as data collection tools in the research and research data was gathered by researchers. As a result of the research, it was seen that the perceptions of the administrators on self-management and self-adjustment dimension of self-management differed statistically significantly according to gender, but did not differ statistically in the dimensions of self-evaluation and self-reinforcement of self-management. As a result we can say that the perceptions of the administrators on self-leadership and the sub-dimensions of self-leadership did not differ statistically according to gender, only differed in the dimension of self-talk of self-leadership, and the perceptions of female administrators were higher than male administrators in self-talk. The views of the administrators on self-management and the sub-dimensions of self-management and self-leadership and the sub-dimensions of self-leadership do not differ statistically significantly according to the task, branch, professional seniority, managerial seniority, educational status and age. Knowing and applying self-leadership and self-management skills by school administrators will contribute positively to both students, teachers and the organizations. In this sense, it would be beneficial to conduct training, consultancy, workshops and mindfulness studies that develop these skills of school administrators.

Tracking outcomes of activity-based therapy after spinal cord injury: a qualitative study of current practice in Canada

Purpose Activity-based therapy (ABT) promotes neuromuscular activation below the injury level in individuals with spinal cord injury (SCI). This qualitative descriptive study explored the experiences and perceptions of Canadian clinicians and clinic administrators regarding assessment practices in community-based ABT programs. Methods Twelve participants from six community clinics, in four provinces, completed individual interviews that followed a semi-structured guide informed by the Theoretical Domains Framework. These interviews explored current ABT assessment practices, needs, benefits and challenges. Interviews were audio-recorded and transcribed verbatim. Using interpretive description, and guided by the DEPICT model, data were collaboratively analyzed to identify an overarching theme and categories. Results One overarching theme was identified: ABT is a developing field that lacks standardized guidelines for assessment practices. Four categories were identified within this theme: factors influencing clinician’s decisions about ABT assessment practice, challenges with current ABT assessment practice, advantages of current assessment practice, and progression of assessment for ABT programs. Participants would like standardized assessment tools and improved awareness of and access to assessments for ABT programs. Conclusions Canadian community-based ABT clinics lack standardized assessment practices. Leadership and collaboration are needed to develop and implement assessment guidelines to support research and advocacy for ABT after SCI.

Strategic planning in higher education: perceptions of faculty and administrators at public institutions

Over the past several decades, strategic planning has become ubiquitous in higher education. Yet, there are varying perceptions of its overall value. Perceptions of value are critically important as they can influence the effectiveness and breadth of participation in the strategic planning process, and such participation is widely held to be critical for success. We investigated these issues using an on-line survey distributed to faculty, chairs, and deans at public colleges and universities in the United States. We found that, compared to both faculty and chairs, deans had a more positive assessment of whether the benefits of the process were greater than the costs and were significantly more familiar with strategic plans. On the other hand, faculty indicated strategic plans had less effect on how they do their jobs, while chairs held a negative view as to whether the process led to meaningful evaluation and change. Interestingly, there were no significant differences between responses from baccalaureate, master’s, and doctoral institutions. Although shared governance in the strategic planning process is widely endorsed, our work suggests that new approaches may be necessary to achieve the goal of an effective strategic planning process.

정책집행이론에 근거한 직업계고 학점제 진단 - 마이스터고 학점제 담당자 인식을 중심으로

Purpose: This study was conducted to analyze the level of policy awareness among vocational high school credit system policy implementers and derive improvement measures. Methods: This study utilized survey data on policy perceptions of the high school credit system from forty-four head teachers at Meister High Schools, supplemented by in-depth telephone interviews with five participants to explore the reasons behind the survey results. The data were analyzed using statistical methods such as descriptive statistics, t-tests, Borich needs assessment, and Importance Performance Analysis (IPA) with the help of SPSS 23.0 software. Results: The analysis of the perception of vocational high school credit system administrators revealed that in the policy goal factors, perception of the policy-making process emerged as the most urgently needed factor for improvement. In executing agency factors, perception of member capabilities emerged as the most urgently needed factor for improvement. In execution management factors, perception of performance goals emerged as the most urgently needed factor for improvement. In policy environment factors, perception of interest and support emerged as the most urgently needed factor for improvement. Conclusion: To enhance the effectiveness of the credit system in vocational high schools, it is necessary to improve the efficiency of tasks related to the credit system, implement a more flexible curriculum, and increase students' understanding and interest in the credit system policies.

The Importance of Instructional Leadership in Supporting Learning Disabilities Programs: Perspectives from Saudi Educators

ABSTRACT The success of learning disabilities programs (LPDs) depends on factors including the expertise and competencies of instructional leaders. The role of principal leadership for LDPs deserves further study in Saudi Arabia due to the lack of research in this area. Given the importance of instructional leaders in the improvement of instructional programs and student outcomes, this study explored the perspectives of principals, assistant principals, superintendents, and learning disability teachers regarding the importance of principals’ instructional leadership responsibilities that support LDPs in Saudi schools. This study examined if there were any statistically significant differences between the participants’ perspectives due to differences in job role, gender, years of experience, and educational levels. The participants rated the relative importance of the three dimensions of instructional leadership: a) setting targets and promoting positive learning environments, b) observing and improving instruction, and c) managing the instructional program. The findings indicated the importance of school principals moving beyond administrative responsibilities towards duties aligned with instructional leadership, and there were some differences in perceptions of administrators and teachers. The findings support the need for continued training for principals by incorporating special education leadership topics in professional development and leadership preparation programs, and increased principal accountability for LDPs.

Knowledge and Attitudes toward New Disease-Modifying Treatments for Alzheimer's Disease among Nursing Home Directors

ObjectivesNursing home (NH) administrator perceptions regarding the utility of Alzheimer's disease (AD) disease-modifying medications in NHs are important because many short and long-stay residents have mild AD. This study examined the interest of directors of nursing (DoNs) in using new AD disease-modifying treatments, changes in attitudes based on differences in costs to the NH, and characteristics (DoN and NH) associated with such changes. DesignThis is a cross-sectional study. Setting and ParticipantsThis study is based on a 2022 nationally representative survey of 340 NH DoNs, which was drawn from a stratified random sample of US NHs with ≥30 beds and with a 26.6% response rate. MethodsWe conducted a descriptive analysis to assess the awareness of new AD disease-modifying treatments and the support for their use. We applied logistic regression models to explore the associations between the interest of the DoN in using these new AD treatments and various characteristics. ResultsMost (86%) DoNs stated that they would at least sometimes support the usage of a new disease-modifying medication if there were no NH costs. This percentage was lower if the NH costs per resident were $2000 per year (51.3%) and $20,000 per year (14%). NHs with moderate shares of dual-eligible residents were more sensitive to cost. Conclusions and ImplicationsOur findings indicated that the interest of DoNs in using disease-modifying treatments for dementia varies widely according to the cost to the NHs. The uptake of new AD medications in the NH setting should be monitored, and targeted efforts may be needed to mitigate inequities in access for less-resourced NHs.

Academic nursing administrators perceptions of replacing clinical hours with simulation

BackgroundNursing education has seen a shift towards simulation-based education (SBE) to meet the demands of a rapidly evolving healthcare landscape. Maryland's Clinical Simulation Resource Consortium (MCSRC) aimed to enhance SBE utilization; however, noted a decline in SBE usage post pandemic prompting an investigation into nurse administrators' perspectives on replacing clinical hours with SBE. MethodsThis descriptive quality improvement study was informed by Rogers' Diffusion of Innovation (DOI) Theory. Semi-structured interviews were conducted with four academic nurse administrators from various pre-licensure nursing programs in Maryland. The data collected were analyzed using thematic analysis. ResultsNurse administrators who value SBE as a safe learning space are integral when building and maintaining infrastructure to support simulation usage. Identified barriers related to faculty buy-in, workload, and inadequate human resources to deliver high-quality simulations can hinder sustained adoption of clinical simulation. ConclusionsThis study highlights the necessity of continuous faculty training in SBE and dedicated resources to support simulation infrastructure. Recommendations include sustained investment in faculty development, creating specialized roles for simulation champions, and fostering collaborations to strengthen simulation integration. The findings emphasize the pivotal role of nurse administrators in navigating challenges and maximizing SBE's potential to replace clinical hours in nursing education, urging ongoing support and strategic planning for successful integration.

The J. Carter's administration's perception of Kurdish problem in the context of the Turkish political crisis of 1977–1980

The article is devoted to the administration's perception of J. Carter of the Kurdish problem within the framework of US-Turkish relations during the political crisis in Turkey in the second half of the 1970s and early 1980s. In the first months of his tenure, the administration of J. Carter faced a number of serious problems in bilateral relations with Turkey. The political crisis that began in Turkey became one of the challenges for the entire American policy in the Middle East, which coincided with the Islamic Revolution in Iran, the American-Iranian confrontation and the entry of Soviet troops into Afghanistan. Under these conditions, the American leadership sought to maintain the previous level of allied relations with Ankara and ensure the functioning of American military facilities in the country. One of the key factors in the destabilization of Turkey during this period was the national liberation struggle of the Turkish Kurds. Based on the assumption that the Soviet Union was behind the activation of the Kurds in Turkey, Washington sought to establish cooperation with the changing Turkish governments and neutralize rumors circulating among the Turkish establishment about American support for the Kurdish movement, and since 1980, to achieve coordinated American-Turkish actions against the potential Soviet threat. The purpose of the article is to determine the place of the Kurdish component in the Turkish policy of the administration of J. Carter in 1977–1980. Based on the materials of the US Department of State and intelligence agencies, the dynamics of perception of the Turkish Kurdish movement in the United States has been traced from ignoring and suspicion to opposition as a potential tool for advancing Soviet interests. Статья посвящена восприятию администрацией Дж. Картера курдской проблемы в рамках американо-турецких взаимоотношений во время политического кризиса в Турции во второй половине 1970-х – начале 1980-х гг. В первые месяцы пребывания у власти администрация Дж. Картера столкнулась с рядом серьезных проблем в двусторонних отношениях с Турцией. Начавшийся политической кризис в Турции стал одним из вызовов для всей американской политики на Ближнем и Среднем Востоке, который по времени совпал с исламской революцией в Иране, американо-иранским противостояниям и вводом советских войск в Афганистан. В этих условиях американское руководство стремилось сохранить прежний уровень союзнических отношений с Анкарой и обеспечить функционирование американских военных объектов на территории страны. Одним из ключевых факторов дестабилизации Турции в этот период стала национально-освободительная борьба турецких курдов. Исходя из предположения, что за активизацией курдов в Турции стоит Советский Союз, Вашингтон стремился наладить взаимодействие со сменяющимися турецкими правительствами и нивелировать циркулировавшие среди турецкого истеблишмента слухи об американской поддержке курдского движения, а начиная с 1980 г., – добиться согласованных американо-турецких действий против потенциальной советской угрозы. Целью статьи является определение места курдской составляющей в турецкой политике администрации Дж. Картера в 1977–1980 гг. На материалах Государственного департамента США и разведывательных ведомств прослежена динамика восприятия в США движения турецких курдов от игнорирования и подозрительности до противодействия как потенциальному орудию продвижения советских интересов.

Analyzing Perception of Administrators and Teachers on Management of Schools by Values (Kızıltepe Case)

Purpose: The purpose of this study is to analyze the perception of administrators and teachers related to the management of schools according to values in terms of variables of gender, age, seniority, grade, school type, school region and profession type. Design/Methodology/Approach: The research was conducted using mixed method. The population consists of 3338 administrators and teachers working in public and private primary, secondary and high schools in Kızıltepe district of Mardin in the 2021-2022 academic year. The sample of the quantitative part consists of 340 participants determined by simple random sampling technique, while the study group of the qualitative part consists of 10 administrators and 10 teachers selected by maximum diversity technique. The data for the quantitative dimension was collected using the "Management by Values Scale" developed by Yılmaz (2006). To collect the data of the qualitative dimension, a semi-structured interview form developed by the researcher and consisting of six questions was used. T-test was used for the variables of gender, profession type, school region and school type and ANOVA was used for the variables of age, seniority and grade. Tukey Test was used to determine the source of the values which have significant differences. Content analysis was used for qualitative data. Findings: As a result of the analysis of both qualitative and quantitative data, it has been found that the participants have a positive perception about the management of schools according to values. However, no significant difference has been found between the groups according to the variables of gender, age, grade, school type, school region and type of profession. A significant difference has been found between the groups with 1-5 years and 11-15 years of working experience in the seniority variable. Highlights: According to the data obtained from the research and also the literature review, it has been concluded that teachers and administrators have a positive perception that schools are managed according to values. There should be programs to educate managers since there is a substantial need for this based on this research.

Assessment of Student Quality of Life in Relation to University Campus

Background: There exists a scarcity of comprehensive studies on educational campuses, which integrate the effects of built environment satisfaction, university life experiences, and personal characteristics on QoL. The study’s main research problem is to investigate the extent, direction, and sequence of the influence of university life satisfaction (encompassing academic, social, and administrative perception)—as well as the university’s built environment of university (including both indoor and outdoor attributes of educational, social, recreational, and residential settings), in conjunction with student characteristics—on students’ QoL and the interactions among these factors. Aim: The main objective is to comprehensively analyze the impact and dominance of the built environment and various dimensions of university life, in addition to personal variables on student QoL, and explore the interaction between them. The sub-aims are to determine the dimensions that have the greatest effect on QoL and to make comparisons between them. Methodology: In line with the aim, a specific index for measuring student QoL on a university campus was developed, and a survey was conducted using a questionnaire developed based on the index. The case study is made in Bursa Uludag University, one of the oldest universities in Bursa, Turkey, which is known for being included in the UNESCO World Heritage List. Data were recorded and analyzed by utilizing statistical analyses via SPSS (statistical package for social sciences) for Windows 22 and IBM AMOS 24.0 programs. Results: The data collected from the evaluation of questionnaires administered to 685 participants reveal that the sub-dimensions with the most-to-least impact on students’ QoL are satisfaction with campus life, education spaces, academic development, socio-physical amenities, social perception, administrative management, accessibility, transportation, and accommodation. Conclusions: QoL is a multidimensional judgment through which university students’ QOL perceptions are affected through the interaction between the university’s built environment, university life, individual characteristics, as well as administrative management.

Impact of Privatization of Government Schools on Quality and Access to Education: Perceptions of Stakeholders

The government has announced a policy for the privatization of government schools recently. This announcement has raised many concerns about the already compromised quality of education and access to education locally. The current study is an effort to explore the perceptions of teachers, administrators, and parents on the aforementioned phenomenon. Data was collected through semi-structured interviews with the respondents selected on the basis of convenience. Later, the themes were generated through transcription and thematic analysis. The responses indicate dissatisfaction of all stakeholders about privatization. The administrators are not clear about their responsibility, teachers are more concerned about their job structure while parents are more concerned about access to education. The study recommends a large-scale study for exploring the concerns and thus reviewing the policy.

Perceptions of agriculture teachers and school administrators toward compensation and extended contracts

Recruitment and retention of agriculture teachers is a major concern in the field of school-based agricultural education (SBAE). A major reason cited for this concern is perceived shortcomings in teacher compensation. To remedy this factor, Illinois implemented an extended contract grant program to provide agriculture teachers with additional compensation for their work outside of their normal contract time, implementing the three-circle model of SBAE instruction. The purpose of our study was to investigate the perceptions and attitudes of Illinois agriculture teachers and school administrators toward the teacher Three Circle Grant program. We designed and administered electronic questionnaires to investigate how agriculture teachers are compensated for their time, perceptions of compensation of agriculture teachers receiving and not receiving the extended contract grant, and agriculture teachers’ and school administrators’ attitudes towards the Three Circle Grant program. Our findings revealed that the ThreeCircle Grant is a major factor for agriculture teachers staying in their current teaching positions, and those teachers not receiving it want it in future contracts. We further discovered significant differences between agriculture teachers receiving the grant and those that do not, in their beliefs of adequate compensation for time conducting FFA and SAE responsibilities. Additionally, 80% of administrators stated that the grant is a major factor in recruiting and retaining agriculture teachers in their school districts. While findings were not generalizable beyond the population, there are implications for agricultural teacher preparation programming across America to address the lack of compensation outside of school hours if retention is to be improved.

The Perceptions Of Educational Administrators Towards Digital Leadership In The Age Of Artificial Intelligence: A Qualitative Study

Artificial intelligence technologies are used in many fields and have become a part of our lives. The field of artificial intelligence, which has an important place especially in the field of education and for the digital leadership, is constantly developing and is expected to create even greater impacts in the future. The main purpose of this research is to examine the experiences of educational administrators towards digital leadership in the age of artificial intelligence. In the research, phenomenological design, one of the qualitative research methods, was used. The research's study group was comprised of 15 educational administrators. These participants were selected using a convenience sampling design, a type of maximum sampling method, derived from purposive sampling methods. In the study, a semi-structured interview form created by the researchers by analyzing the literature in detail and taking expert opinions was used as a data collection tool. Content analysis was used to analyze the data. According to the results of the research, the themes of general perceptions of educational administrators towards artificial intelligence, perceptions towards the use of artificial intelligence in education, general perceptions of educational administrators towards digital leadership and suggestions of educational administrators towards artificial intelligence and digital leadership emerged.

One Procedure Change Process, Two Interpretations: A Qualitative Exploration of Differences in User and Administrative Perceptions

OCCUPATIONAL APPLICATIONS Standard operating procedures (SOPs) in complex industrial settings require a process for change management which can accommodate updates and adapt to changing tasks, roles, and tools. Interviews with users and administrators of SOPs in a large petrochemical company revealed contrasting perceptions of the procedural change process. Administrators (those who write or oversee the procedures, such as at the mid-level management level or “blunt end” of the process) perceived the change process as transparent, accessible, and encouraging for users of procedures at the sharp end, whereas users themselves perceived the process to be opaque and futile. Given the critical role of effective procedures in maintaining a safe workplace, these findings have important implications for ergonomics and human factors practitioners. Considerations for designing SOP change management should include accounting for process change transparency, emphasizing the importance of employee buy-in, and effectively communicating about procedures, policies, and safety in the change management.

Perceived Success of Mental Health Court Programs: Examinations of the Perceptions of Mental Health Court Administrators as Compared to Drug Court Personnel

Mental health courts are a type of treatment court that utilizes the principles of therapeutic jurisprudence to provide a treatment-oriented approach rather than the traditional adversarial approach. This study sought to explore mental health court administration through the experiences and perceptions of the court administrators as it compares to a previous study ( N = 114) conducted about drug court administrators in 2008 (Nored & Carlan). The available literature demonstrates positive results from these programs, but many aspects of their functioning and what makes them function well remain unknown. Mental health court administrators ( N = 126) were surveyed using an electronic questionnaire. The questionnaire asked questions about administrator demographics, perception of program success, and perceived levels of support. Mental health court administrator responses were compared to the results of the drug court administrators, finding similar results in perception of success and perceived levels of support for the program. In both studies, administrators perceived their programs as successful and considered local support to be highest and of most importance. Some notable differences were found in court administrator demographics in regard to age, race, and gender. Implications for court administration, hiring, and program evaluation are discussed.

A Survey of Public Library-Led Digital Literacy Training in Canada: Perceptions of Administrators and Instructors

A Survey of Public Library-Led Digital Literacy Training in Canada: Perceptions of Administrators and Instructors

A Survey of Public Library-Led Digital Literacy Training in Canada: Perceptions of Administrators and Instructors

Objective – This paper presents the results from a survey of administrators and instructors at public libraries across Canada investigating the delivery of digital literacy training led by public libraries. The goal of the survey was to capture a snapshot of the Canadian public library-led digital literacy training landscape and to explore differences in perceptions of training activities between public library administrators and instructors. Methods – An online survey was distributed to administrators and instructors at public libraries across Canada with the help of two national public library associations. The survey instrument was developed based on a theoretical framework from the research team’s prior case study investigations of community-led digital literacy training. The survey included closed- and open-ended questions concerning the availability of adequate/sustained funding, the adequacy of dedicated classroom resources, the competency of teaching staff, the helpfulness of support staff, the amount and frequency of knowledge sharing of best practices, the amount of rigorous and regular performance measurement, the scheduling of the training provided, the skills taught, the pedagogical approaches used, and the marketing carried out. Responses were analyzed using both quantitative and qualitative data analysis techniques. Results – Public library administrators and instructors in Canada are generally satisfied with the delivery of digital literacy training; however, room for improvement exists. Instructors are more positive about the delivery of this training than administrators. Findings support and extend the research team’s conceptual model, specifically in terms of providing more insight and clarity on how the learning environment and program components affect the delivery of digital literacy training led by public libraries. Results highlight how training is situated in context and how libraries need to fine-tune the delivery of this training in ways that are reflective of libraries’ learning environments and program components. Conclusion – Results are of high interest to researchers and library practitioners who wish to leverage evidence-based library and information practice to understand and address the factors affecting the successful delivery of public library-led digital literacy training. Though funding is always an obstacle for any public service organization, libraries can make improvements to the delivery of their training in other ways, such as carrying out more robust performance measurement and using results more transparently, participating in more knowledge-sharing opportunities, and better understanding learner needs and preferences.