Perspectives of the Superintendent and Principal: Leadership for Technology Integration

Bhargav A Vyas, Fordham University


The main goal of the current research study was to assess the differences that exist between superintendents and principals in their roles as technology leaders and how that affects technology integration. Modern technology has transformed every aspect of life, from how people think to how they communicate and collaborate with others at home, in school, at work, and in the community. As a result, educators are increasingly pointing to the importance of technology and technology proficiency as part of the curriculum. Schools play a major role in providing children with the necessary skills for life in the 21st century, which includes technology proficiency. However, very little is known about how school leaders work to effectively integrate technology into the curriculum. A quantitative methodology was used for this study, with two surveys (Tomei’s Technology Façade Checklist and the Multifactor Leadership Questionnaire) sent to public school superintendents and principals in the Mid-Hudson Region of New York. Participants rated their schools and districts from 44, a grade of F, to 174, a grade of B; the mean rating for technology integration was 120.7, a C rating. Transformational leadership was the dominant leadership style for both principals and superintendents; the mean for characteristics of transformational leadership was 3.46 for principals compared to 3.45 for superintendents. There was no significant difference in perceived level of technology integration by leadership role. Given that transformational leadership was the dominant leadership style for all principals and superintendents, this question could not be explored.

Subject Area

Educational leadership|Educational technology

Recommended Citation

Vyas, Bhargav A, "Perspectives of the Superintendent and Principal: Leadership for Technology Integration" (2020). ETD Collection for Fordham University. AAI27994358.