Teachers` Perceptions of the Dimensions and Implementation of Technology Leadership of Principals in Taiwanese Elementary Schools

Abstract

Principals` technology leadership is strongly correlated with teachers` integration of educational technology, and technology leadership is necessary for effective utilization of technology in schooling. The article describes a study that empirically investigated teachers` perceptions of elementary schools principals` technology leadership practice in seven cities in Taiwan for understanding the implementation of technology leadership. This study used structural equation modeling with prospective data to test for model fit. The findings identified the four constructs (i.e., vision, staff development, infrastructure support, evaluation and research) comprising principals` technology leadership. The findings also show that interpersonal and communication skills are important antecedents to principals` overall effective technology leadership. Four themes (e.g., budget shortage, technology facilities, staff development, and leadership problems) which emerged from the transcript data were the practical problems that principals faced while they implemented technology leadership in their schools. The results suggest that principals who embrace technology will effectively lead their schools to acquire educational resources to enhance student engagement and learning. (Contains 9 tables and 4 figures.)