Principal's Perception of Factors Influencing Technology Implementation by Teachers in Schools

Abstract

The incorporation of technology within the learning environment is not an end in itself but rather a means to deliver effective learning and teaching. The perceptions of high school principals are key determinants of the success of implementing instructional technology. This qualitative study aims to unravel the factors that influence technology usage by school teachers in schools, as perceived by principals. The literature review explores several themes, including the obstacles teachers face in implementing instructional technology, such as training, technical difficulties, and integration into instructional materials. It also examines the elements that assure teachers' intention to use technology, including professional development, technical support, and administrative encouragement. The review further explores principals' perspectives on technology use, whether they view it as a useful tool or a distraction, and how they support teachers in enhancing technology integration through training, resource availability, and fostering a desirable school culture. Using semi-structured interviews with high school principals and thematic analysis, this study discusses how leadership influences technology adoption by focusing on the role of leadership in supporting teacher implementation. Recommendations include providing ongoing professional development for both teachers and principals, ensuring equitable availability of technology resources, and creating a school environment that encourages innovation and collaboration. Future research could explore the interplay of technology adoption and its influence on the quality of instruction and learning outcomes.