Correlation between Cultural Perceptions, Leadership Style and ICT Usage by School Principals in Malaysia

Abstract

School leaders are key factors in implementation of information and communication technology (ICT) in schools. They need to understand the capacities of the new technologies, to have a personal proficiency in their use, and be able to promote a school culture which encourages exploration of new techniques in teaching, learning and management. However, there is less information about the current status of ICT use by Malaysian school principals. This paper investigated the extent to which secondary school principals use computers in Malaysia and determined factors related to level of computer use by principals (cultural perceptions and leadership style of principals). Initial report also highlighted analysis of a baseline data gathered from 520 secondary school principals in the state of Selangor and Wilayah Persekutuan, Malaysia. Findings indicate that school principals are using computers for instructional and administrative purposes and they have moderate competency in computer applications and spent a few times a week working on their computers. Also, cultural perceptions and transformational leadership contributed significantly to the level of computer use by principals. It is anticipated that the data obtained from the study will open new lines of inquiry about the crucial roles of school leaders in the adoption of ICTs and will contribute to decisions about future developmental needs because more will be known about their preparedness for change. Hence, policy makers must design professional development programs, such as leadership studies, in order to teach the components of transformational leadership; idealized influence, inspirational motivation, intellectual stimulation and individual consideration to future administrators.

Adoption of Information Technology for Safeguarding Intangible Cultural Heritage by Cultural Institutions - A Luxury or a Necessity – A Case of Western-Uganda

“…ICH is a defined as the practices, representations, expressions, knowledge and skills as well as instruments, objects, artifacts and cultural spaces associated therewith, that communities, groups and in some cases individuals, recognize as part of their cultural heritage. ICH is made up of elements as complete units and therefore cultural process with a beginning and end [15].…”

“…The United Nations 2030 Agenda for Sustainable Development, which was adopted in 2015, acknowledges culture as an enabler for sustainable development and mutual understanding since it"s a collection of treasures [15]. There is need therefore, to take responsibility of leaving these treasures to the next generations as well as displaying them to the present bearers and practitioners who can be tourists.…”

“…This gap suggests that the would-be users of technology, lack the necessary skills and capacity to adopt relevant information technologies [27]. Many researchers have identified right attitude and IT skills mix as a key ingredients for the successful adoption and hence diffusion of an innovation for culture promotion and the degree of this adoption determines how easy it becomes to attain viability of an ICH element [15]. This degree is determined by the key players in the culture ecosystem and as such the success or failure of efforts in IT adoption rests on the shoulders of those who control the budget and are responsible for hiring and firing the information technology staff.…”

A systematic review approach of mobile technology adoption in higher education

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A Qualitative Study on the Impact of Mobile Technology among Students in Private Higher Education Institutions (PHEIs) in Peninsular Malaysia

“…According to Arokiasamy, Abdullah, and Ismail (2014), mobile technology has the potential of creating access to technology for higher education students. Mobile technology devices allow higher education students the opportunity to use pictures and sounds in their communication.…”