School Principals’ Personal Constructs Regarding Technology: An Analysis Based on Decision-making Grid Technique

Abstract

AbstractThis study aims to determine the similarities and differences between existing school principals' personal constructs of principal in terms of technology by means of the decision-making grid technique. The study has a phenomenological design, and the study group consists of 17 principals who have been serving at the same school since the last three years. Data were obtained using a structured interview technique arid one of the grid techniques, i.e., the decision making technique. Content analysis, grid similarity analysis, and principal components analysis were used for data analysis. Results showed that there are differences in terms of the perception of fear and suspicion ι n ideal and non-ideal principal's qualities and attitudes toward technology in Turkey.KeywordsDecision-making Grid Technique, Personal Construct, School Principal, Technology Leadership.The school principal has the greatest authority in the management of the school, but the legal power and authority that he/she possesses is not solely sufficient for the management and success of the school (Sisman, 2004). Studies on the roles and responsibilities of principals show a longing for an adventure from management to leadership (Early & Weindling, 2004; Topping, 2004). In the literature, there are various studies on different leadership behaviors of principals (Bass, 1997; Bass & Steidlmeier, 1999; Harris, 2004; Kouzes & Posner, 2003; Turan & Bektas, 2011), and technology leadership has been an area of focus in recent years (Akbaba-Altun & Gurer, 2008; Anderson & Dexter, 2005; Flanagan & Jacobsen, 2003; Hacifazhoglu, Karadeniz & Dalgic, 2010; Owen & Demb, 2004; Persaud, 2006; Sincar, 2013).It is hard to make a clear distinction between technology leadership and management. However, the difference between these concepts result from the management s approach to building a future with stakeholders regarding technological maintenance and coordination, while leadership aims to build a future with stakeholders by way of adapting to changes. In general terms, technology leadership can be defined as the process of coordination for efficient and effective use of technology and adaptation to changes in an organization (Weng & Tang, 2014). In terms of the education system, technology leadership is the process of facilitating and supporting the effective use of educational technology in integrating all organizational decisions and policies at school with learning and teaching process (Schiller, 2003). We can talk about eight aspects of technology leadership, namely, (i) setting up a budget, (ii) getting regional support for technology, (Hi) receiving donations, (iv) creating a technology plan, (v) making time for the use of technology, (vi) use of e-mails, (vii) staff development policy, and (viii) setting up a council for technology (Anderson & Dexter, 2005).With the integration of technology into every branch of the education system, principals are expected to take a leading role in the use and application of technology (Afshari, Bakar, Luan, Samah, & Fooi, 2009; Hacifazlioglu, Karadeniz & Dalgic, 2011; Razik & Swanson, 2010). In parallel with this expectation, for technological leaders, there is an emphasis on understanding change and the process of change, planning, ethics, teaching and learning, security, curriculum, staff improvement, infrastructure, as well as staff support and leadership (Bailey, 1995). As the expectation from schools to create more effective and efficient learning communities grows, it is becoming more important for principals to understand their role of leadership in using and applying technology (Afshari et ah, 2009; Saban, 2007; Sisman-Eren, 2010).In parallel with this importance, it is underlined that students, teachers and particularly principals need to become adept in the efficient use of technology (Persaud, 2006, p. …