Technology Integration among Teachers: The Role of Principal’s Technology Leadership Practices

Abstract

This study aims to identify the relationship between technology leadership practices among principals and the technology integration among teachers. It was quantitative study involving 492 teachers fromPeninsular Malaysia. Descriptive analysis shows that the principal's technology leadership and the technology integration among teachers at school are performed at anextremely high level. The MANOVA analysis shows that there is no significant difference for the technology leadership practices based on the experience of being a principal, but there is a significant difference based on the number of ICT courses attended. While the structural model test reveals that there is a significant relationship between the principal's technology leadership practices and the 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 for encouraging the technology integration among teachersin schools where the dimension of visionary planning is the dominant 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 level of technology leadership.