Technology and school leadership (original) (raw)
Related papers
2012
The implementation of information and communication technologies is very important to schools. Transformational leaders provide greater contributi ons to implement technology in education. This pape r examines the relationship between two independent variables (computer competence and computer use) and transfor mati nal leadership role of principals in implementing ICT i n schools. This paper based on responses from 320 s chool leaders in Iran, reports that computer competence and ICT u sage are key factors that influence technology lead ership behaviors. It is suggested that decision makers sho uld provide professional development for principals to become proficient in all the competency areas. [Mojgan Afshari, Simin Ghavifekr, Saedah Siraj, & R ahmad Sukor Ab.Samad. Transformational Leadership Role of Principals in Implementing Informational and Communication Technologies in Schools. Life Science Journal 2012; 9(1):281-284]. (ISSN: 1097-8135). http://www.lifesciencesite.com .
Leadership Styles of School Principals and ICT Usage in Schools
This study investigates the relationship between the leadership styles exhibited by almost 50% of the total population of public school principals (N = 651) in Lebanon and their attitudes and the level of use of technology for educational purposes in their schools. Data were collected by surveying school principals via two questionnaires. Moreover, one teacher from each participant public school (N = 651) completed a questionnaire pertaining to the level of use of technology in the school. Findings suggest the existence of positive correlation between the autocratic leadership styles of school principals and their negative attitudes towards the use of ICT for educational purposes. In addition, the results of the study accentuate another positive correlation existing between principals' attitudes towards the use of ICT for educational purposes and the level of its use by their teachers in schools. Recommendations for further research and implications for school leadership and training programs are provided.
Factors affecting the transformational leadership role of principals in implementing ICT in schools
2012
ABSTRACT Leadership is an important factor in the effective implementation of technology in schools. This study examines the transformational leadership role of principals to determine whether transformational leadership role of principals in ICT implementation in schools is influenced by the computer competence, level of computer use, and professional development activities of principals.
2020
The purpose of this study was to identify the relationship between leadership behaviour and computer use and management and teaching operations in schools. Researchers want to look at technology leadership for measuring the NETS-A international standard system (ISTE, 2014) and the impact of technology achievement in these schools. Methodology- A systematic random sampling was conducted to select 74 principals and 374 teachers from 74 schools from the National Secondary School in Kedah in this cross-sectional survey. The Principal Technology Leadership Assessment (PTLA) is based on the National Education Technology Standards-Administrator, NETS-A (2009). The technology leadership questionnaire contains 65 Likert-scale items used to obtain information about the involvement of principals in their work. Findings- The results of the study show that the overall leadership skills of the principals based on the five standards in the NETS-A are high based on the findings of mean analysis and...
Computer Use by Secondary School Principals
2010
The purpose of this study was firstly to identify the extent to which Iranian secondary school principals used computers and secondly to explore the relationship between a number of variables related to the use of information and communications technology (ICT). Findings indicated that four factors played a role in explaining the level of computer use by principals. These factors included high level of computer access, strong perceptions of the attributes of ICT, high level of computer competence, as well as the high level of transformational leadership behaviors, all contributed significantly to the level of computer use by principals. All four constructs are equally important but have varying impacts on computer use. Therefore, all four constructs should be viewed in an integrated manner in accordance to the conceptual model proposed in this study.
School technology leadership: Lessons from empirical research
While research has found that technology leadership is an important factor for effective integration of technology in schools, there is a paucity of research on technology leadership in schools. This paper reviewed 12 empirical reports on technology leadership and a grounded theory approach was used to derive the key findings. Several roles of technology leaders were identified, which are categorized into four main areas of change: infrastructure, organization structure and policy, pedagogy and learning, and school culture. The corresponding competencies of school technology leaders were identified. Several relationships were established between technology leadership and other factors: School technology leadership is a strong predictor on the level of technology use in schools; the cultural and structural characteristics of schools could affect the level of computer use in classrooms; transformational leadership is correlated with a principal's ICT competencies. Researchers have also started to explore the views of followers and the recursive relationships between the leader and the followers. Based on the review, recommendations for future research are discussed.
This study aimed to examine the technology leadership behaviours of school principals based on the perceptions of teachers, by employing a mixed method design in which quantitative and qualitative methods were used concurrently. It was conducted with teachers working in public schools in a province in the West Black Sea Region, Turkey. The quantitative data were obtained from 112 teachers using the Technology Leadership Scale, while the qualitative data were collected from 24 teachers through open-ended questions containing the sub-dimensions of the Technology Leadership Scale. The quantitative data were analysed with descriptive statistics, independent samples t-test, and ANOVA test, while the qualitative data analysis was conducted through the descriptive analysis approach using MaxQDA 2020 software. The results revealed that the teachers participating in the study consider their school principals' levels of technology-related leadership behaviour as sufficient. No statistically significant difference was observed between the technology leadership behaviours, and the variables of the teachers' gender, educational background, and professional seniority. Statistical significance was found between the teachers' perceptions regarding the school principals' technology leadership levels and the variable of teachers' length of work in the same school. The teachers with shorter length of work in the same school regard the technology leadership levels of school principals higher than those with longer length of work. The results obtained from the qualitative dimension of the research show that the school principals behave fairly in terms of enabling the use of technology, create the technology infrastructure, inform the teachers against cybercrimes and contribute to the increase of their motivation.
This study investigates the relationship between the leadership styles exhibited by almost 50% of the total population of public school principals (N = 651) in Lebanon and their attitudes and the level of use of technology for educational purposes in their schools. Data were collected by surveying school principals via two questionnaires. Moreover, one teacher from each participant public school (N = 651) completed a questionnaire pertaining to the level of use of technology in the school. Findings suggest the existence of positive correlation between the autocratic leadership styles of school principals and their negative attitudes towards the use of ICT for educational purposes. In addition, the results of the study accentuate another positive correlation existing between principals' attitudes towards the use of ICT for educational purposes and the level of its use by their teachers in schools. Recommendations for further research and implications for school leadership and training programs are provided.