Principals matter- principal technology proficiency: creating a culture of technology competence

Abstract

The primary purpose of this study was to investigate the role of leadership in developing a culture of technology competence within a school. Additionally, because research identifies the significance instructional leadership has on school performance, as defined by student achievement, the study sought to examine the impact principal technology proficiency has on school performance. To examine the associations amongst variables regression analyses were conducted. Quantitative study was conducted with 150 school principals and their faculties. Results indicated a strong correlation between principals that were technologically proficient, as defined by the Louisiana Department of Education’s Administrator Self-Assessment, and the percentage of teachers identified proficient, as defined by the Louisiana Department of Education’s Teacher Self - Assessment. An additional quantitative measure was conducted to see the impact of principals, identified as instructional leaders by the Vanderbilt Assessment of Leadership in Education (VAL-Ed), and the number of teachers identified proficient. VAL - Ed measured principals on a six by six scale that yielded data specific to the principals’ instructional leadership. The principals’ grades in LEADTech and scores on both the proficiency and VAL-Ed were used to determine the effect on teacher technology proficiency. Results of a teacher proficiency survey showed that the percentage of teachers scoring proficient is strongly associated with the proficiency of the principal.