THE IMPACT OF PRINCIPALS’ TECHNOLOGY LEADERSHIP ON TEACHERS’ TECHNOLOGY INTEGRATION IN ANAMBRA STATE PUBLIC SECONDARY SCHOOLS

Abstract

This study determined principals’ technology leadership competence as predictor of teachers’ technology integration in public secondary schools in Anambra State. Three research questions guided the study and three null hypotheses were tested at 0.05 level of significance. Correlational survey research design was adopted for the study. The proportionate stratified random sampling technique was used to draw a sample of 528 respondents from the population of 5,286 teachers of the 263 public secondary schools in Anambra state. Two sets of questionnaire titled “Principals Technology Leadership Questionnaire (PTLQ) and Teachers Technology Integration Questionnaire (TTIQ) were used to collect data for the study. Data collected were analyzed using simple regression analysis. Results show that principals’ creation of ICT vision is a strong and significant predictor of teachers’ technology integration. Results also revealed that principals’ learning and teaching of ICT is a moderate and significant predictor of teachers’ technology integration. It was recommended that principals should constantly develop the ability to inspire, lead, motivate and as well implement the integration of technology in the school in order to inspire teachers’ integration of educational technology to accomplish intended learning outcome. To achieve this, government should train principals on the use of technology to impart knowledge