Headmaster Technology Leadership and Its Relationship to Teachers' Competence in Information and Communication Technology

Abstract

Headmaster technology leadership is important in information and communication technology management as it encourages teachers to integrate technology into teaching and learning. Headmaster who can influence teachers of using technology are able to improve the efficiency of teachers in utilizing technology in teaching and learning. However, there is a constraint to integrating information and communication technology, which is the aspect of teacher competence in using technology. The role played by the headmaster in encouraging the use of technology among teachers can realize the government's desire towards digital education. This study shows the importance of technology-minded headmaster in producing teachers who are competent in the use of technology. Therefore, this study aims to examine the level of technology leadership of the headmaster and its relationship with teacher competence in information and communication technology. Quantitative research is used in this study. Survey data was collected from 272 teachers through a simple random sampling method in one state of West Malaysia using Google Forms. Data were analyzed using SPSS version 26. The results showed a high level of technology leadership practice (mean = 4.18, s.p. = 0.527). Similarly, the findings for the level of teacher competence in information and communication technology (mean = 4.26, s.p. = 0.456). Inferential analysis through the Pearson correlation test showed a significant positive relationship between the technology leadership of headmasters with the level of teacher competence in technology (r = 0.415, p <0.01). It could be suggested that the higher the technology leadership practiced by the headmaster, the higher the level of teacher competence in using technology and vice versa. This study can provide valuable information for policymakers to strengthen leadership training for school leaders and promote effective educational technology integration programs for teachers. In addition, qualitative research approach can be suggested for further study to get more in-depth perspective on the issues.