Researcher Fadia Ibrahim, a Ph.D. student in the joint business program with Indiana University of Pennsylvania, defended her dissertation entitled: "School Principals' Practices in Technological Leadership and its Impact on the Technology Integration by Teachers."
The study aimed to investigate the impact of school principals' practices in technological leadership on teachers' integration of technology into classrooms, considering the variables of professional development, gender, experience, and professional diploma in school leadership. Data was collected by conducting a cross-sectional survey of a sample of 319 principals and 895 teachers from Palestinian public schools. Two different questionnaires were used; the first is for school principles’ practices in technology leadership based on the 2018 ISTE Standards for Educational Leaders and the Technology Experiences Questionnaire for Professional Development. The second questionnaire aims to measure teachers’ inclusion of technology.
The study showed that both the practices of Palestinian school principals in the field of technology leadership and technology integration among teachers were at a high level, and there is a clear positive relationship between the five pillars of technological leadership and technology integration among teachers in Palestinian public schools in the West Bank. The results also revealed that professional development, experience and professional diploma in school leadership were not moderate factors in the relationship between school leaders' practices in technological leadership and technology integration among teachers. Gender was a moderate factor in the relationship between school principals' technological leadership practices and teachers' technology integration.
The dissertation was supervised by Dr. John Lipinski and examined by Dr. Kenneth Bohl and Dr. Michael Kosicek.
