Academic journal article Asian Social Science

The Relationship between Principals' Technology Leadership and Teachers' Technology Use in Malaysian Secondary Schools

Academic journal article Asian Social Science

The Relationship between Principals' Technology Leadership and Teachers' Technology Use in Malaysian Secondary Schools

Article excerpt

Abstract

The aim of the study is to examine of technology usage in Malaysian secondary schools and the influence of principals on technology use. This study focuses on principals' technology leadership behavior according to the National Educational Technology Standards for Administrators (NETS-A). The sample for this study consisted of 115 principals from public schools in Kedah, Malaysia. Two survey instruments were used in this study. First, the Principals Technology Leadership Assessment PTLA survey is to measure the independent variable, Principals' Leadership Behaviour. Secondly, a TTU (Teachers Technology Use) to measure teachers' technology use in schools. The relationship between PTLA and TTU was measured using a simple linear regression analysis. The study revealed that the PTLA was not found to be a good predictor of school technology use, F(1, 83) = 12.48, p < .0005 and principals' technology behavior accounted for 12.1% of explained variability in teachers' technology use in the classroom. The regression equation is as follows: Teachers' Technology Use (TTU) = -0.825 + 0.037 (PTLA score). Thus the equation shows that one unit of change in PTLA score could increase the teachers' technology use by .04. Finally, the implications for principals as well as teachers are discussed.

Keywords: principals, technology, technology leadership, ISTE, school sechnology use, leadership behaviour

1. Introduction

The Prime Minister of Malaysia has announced a total of RM54.6 billion (MOF, 2013) for the education sector to improve technology usage in Malaysian schools. Many programs have been highlighted via computer lab projects by the Ministry of Education to provide opportunities for all primary and secondary school students to gain 21st century skills, particularly in Information and Communication Technology (ICT). These skills will enable Malaysian students to compete in the world of information. Although the government has been able to formulate a strong framework for enhancement of technology education in schools, their plans are very reliant on the implementation group, which consists of principals, teachers, students, and parents. This study focuses on the role of principals to turn the government's mission into reality. The principal plays a vital role to ensure technology integration in schools according to the government vision. He or she is also responsible for implementing educational policies initiated by the Ministry of Education (MOE); which without their cooperation, national education policy would be unlikely to be successful. Thus, the researcher wishes to explore and measure the relationship between the principal technology leadership behaviour and technology usage in Malaysian secondary schools. Drastic changes constantly occur in the world of technology. In order to pursue education according to the latest technology, principals must have the capacity to address the complex changes and cultivate an organizational culture of continuous learning (Anderson & Dexter, 2005). Previous studies have determined the variables which directly impact a principal's technology behaviour and technology use in schools; however, moderating variables such as computer efficacy, attitude, and gender were omitted.

2. Literature Review

Many evidences show that principals leadership behaviour influence on technology usage in schools (Anderson & Dexter, 2005). Anderson & Dextor (2005) conclusions backed the claim that principals influence technology results via their leadership behaviour as defined by International Society for Technology in Education (ISTE, formerly known as the National Educational Technology Standards-Administrators-NETS-A). ISTE suggests five critical areas to identify principals influence on technology outcomes: i) visionary leadership, ii) digital age learning culture, iii) excellence in professional practice, iv) systematic improvement, and v) digital citizenship. …

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