Rural primary school principals’ leadership strategies for ICT integration

Abstract

This paper explored the factors influencing the leadership strategies of school principals in rural primary schools regarding the integration of information and communication technologies (ICTs) in the process of teaching and learning in their schools. School principals are responsible for ensuring that there is ICTs integration in their schools’ teaching and learning processes. Embedded within the theory of learning-centred leadership (LCL), school principals have a responsibility to lead, foster, manage, and support the learning process for teachers and learners in their schools. Thus, school principals need to be well acquainted with innovative technologies for teaching and learning amidst the Fourth Industrial Revolution (4IR), which is global, complex, and fast-paced, to lead learning through ICT integration. Underpinned by the interpretive qualitative approach and using a multiple case study as a research design, this study generated data from three selected South African rural primary schools through face-to-face interviews with the three school principals. Data were analysed thematically. Findings revealed that school principals’ leadership strategies are influenced by their attitudes towards ICT integration into teaching and learning, their exposure to ICT workshops, and their own judgements of their abilities in using ICT. The paper recommends customised in-service training for school principals and teachers to alter and improve their exposure to, attitudes, perceptions toward ICT integration in teaching and learning.

Challenges in Equipping Learners for the Fourth Industrial Revolution: School Leaders’ and Teachers’ Powerlessness

“…These collaborations can facilitate the acquisition of 4IR skills for their learners by enabling schools with limited resources to secure sponsorships. Nhlumayo (2024) highlights the efficacy of the triple helix model, which underscores the synergy between higher education, businesses, and government, emphasizing its importance in the context of the 4IR. Bakar and Rashid (2015) found that educational collaborations with companies can equip learners with specific occupational skills by enhancing the quality of graduates entering the workforce.…”

“…Despite allocations in the national budget, the resources needed to provide high-quality, sustainable tools for all learners to engage in the 4IR are considerable (Kayembe & Nel, 2019). The gap in infrastructure, particularly in rural and township schools, presents a major obstacle (Nhlumayo, 2024). Kekana (2019) cites Professor Nosisi Feza, who points out that South Africa should prioritise resolving its immediate problems over succumbing to the allure of the 4IR.…”

“…Kekana (2019) cites Professor Nosisi Feza, who points out that South Africa should prioritise resolving its immediate problems over succumbing to the allure of the 4IR. The absence of third industrial revolution infrastructure, like computers and printers in rural schools, must be addressed before these communities can realistically participate in the 4IR (Nhlumayo, 2024). Opportunities: Collaboration as an opportunity for education Partnerships between stakeholders, including private companies and government entities, offer promising avenues for addressing social exclusion through education (Kekana, 2019).…”