A Psychology Behind Technology Integration among Teachers: the Role of Principal’s Technology Leadership Practices

Abstract

The purpose of this study is to determine the connection between technology leadership practices among principals and technology integration among teachers. It was quantitative study involving 492 teachers fromPeninsular Malaysia. According to a descriptive analysis, the principal leads the school's teachers in integrating technology, and both of these practices are carried out to a very high standard. In terms of technology leadership practices, MANOVA analysis reveals that there is no significant difference based on the experience of being a principal, but there is a significant difference based on the quantity of ICT courses taken. Despite the structural model test reveals a substantial correlation between technological leadership by the principals and technology integration among teachers (β = 0.413; t = 5.761). The standard coefficient value shows that all dimensions in the technology leadership construct are predictive factors in order to encourage teachers to adopt technology at schools. Meanwhile visionary planning is the primary predictor and makes a positive contribution of 93.2%. The findings of the study can provide input to those responsible for providing training in preparing various initiatives to help principals improve the degree of technological leadership.