JOURNAL ARTICLE REVIEW TEMPLATE

North American University

Education Department
M.Ed. in Educational Leadership
EDUC 5321: TECHNOLOGY FOR SCHOOL PRINCIPALS
Name: Ainura Zhigitekova

Date: September 6, 2015

Cite the reviewed article in APA format:

Chang, I.-H. (2012). The Effect of Principals' Technological Leadership on Teachers'
Technological Literacy and Teaching Effectiveness in Taiwanese Elementary Schools. Educational
Technology & Society, 15 (2), 328340.

INTRODUCTION
Research Questions (if research questions are not specifically mentioned, what is
the theoretical background or overarching theme):
Technological leadership differs from traditional leadership theory in that it does not
focus on the characteristics or actions of leaders but instead emphasizes that leaders
should develop, guide, manage, and apply technology to different organizational
operations so as to improve operational performance. In pursuit of the ultimate goal
of improving students abilities, principals aiming to facilitate school reform should
have technological leadership abilities.
-

to provide the directions for understanding school information environment

and integrating
information technology with teaching and teachers professional development
-

to develop the methods in order to effectively put technological leadership

into practice to improve teaching and learning in schools is a critical issue to
be highlighted by the principal.

Purpose of the research:

The purpose of this study is to investigate the relationships among technological
leadership of principals and the technological literacy and teaching effectiveness of
elementary school teachers. The study also explores the notion that principals
technological leadership, as mediated by teachers technological literacy, can affect
teaching effectiveness.

METHODOLOGY
What is the methodology for the research or approach used to understand the
issue? Provide information regarding the following:

Participants:

1,000 teachers, 34,7% of them are male and 65,1% of them are female ( i.e.,
tenured teachers, mentor teachers, teachers serving as administrators and
directors) randomly selected from 100 elementary schools within the
following six metropolitan cities in Taiwan: Keelung City, Taipei City, Hsinchu
City, Taichung City, Tainan City, and Kaohsiung City.

Teachers age
30 (or below) years old 19.5%
31-40 years old
44.3%
41-50 years old
30.7%
51 (or above) years old
5.5%

Teachers years of experience

5 years
19.8%
6-15 years
38.8%
16-30 years
37.0%
31 (or above) years
4.3%

Teachers position
Mentor teacher
Specialist teacher
Administrative head
Director

42,3%
11,4%
31,4%
14,5%

( Chang, I.-H. (2012).

Procedures:
The survey was randomly sent to the Director of Academic Affairs Division of each
elementary school. Then, the Director randomly selected the teachers based on the
cover letter sent to the school. The survey asked teachers to evaluate the principals
role in leading and facilitating technology use, teachers technological literacy and
teaching effectiveness in their schools. The respondents in this study were teachers
(i.e., tenured teachers, mentor teachers, teachers serving as administrators and
directors) reporting to their principals. To encourage the return rate, follow up thank
you postcards and personal contacts were made until a satisfactory percentage of
participants completed the questionnaire. Of the 1,000 questionnaires distributed,
60.5% were returned. Table 1 displays the demographic characteristics of the
respondents. Demographic variables provide a descriptive profile of those individuals
who responded to the survey. (Chang, I.-H. (2012).

Data Collection Methods/Data Source:

During the interview quantitative and qualitative questions were made.

Data Analysis:

This research empirically investigated the relationships among principals

technological leadership, teachers technological literacy, and teaching effectiveness
and tested the structural equation model (SEM). SPSS was used to calculate scale
reliabilities (the Cronbachs alpha) and to perform factor analyses. The final SEM
model was done with LISREL. (Chang, I.-H. (2012).
In addition to reliability analysis, construct validity tests of the aforementioned three

instruments were performed. Five factors were extracted using Varimax rotation from
The Principals Technology Leadership Instrument. The variance factors were as follows:
21.148% (vision, planning and management), 15.858% (evaluation and research),
15.430% (technological and infrastructure support), 14.573% (interpersonal and
communication skills), and 11.958% (staff development and training).

RESULTS
Findings or Results (or main points of the article):
The model to the data was assessed with SEM fit indices, as it lets researchers
simultaneously define and measure multidimensional constructs. The results of these
common fit indices (see table 3) clearly indicated that the model fit these observed
data quite well.
Technological Leadership was significant in 5 constructs (vision, staff, support; research, interpersonal
communication);
Teachers technological literacy were significant in 4 constructs (hardware and software
operation; law and ethics; technological integration; management and assessment)
Teaching effectiveness were significant in 5 constructs (i.e., teaching-material
preparation; applications of teaching skills; classroom management; teaching assessment;
and self-efficacy and belief)
These findings confirmed previous research that principals technological leadership
improves teachers technological literacy development and directly influenced
teachers integration of technology into their teaching practices. Furthermore,
teachers technological literacy directly affected teaching effectiveness. Principals
technological leadership also improved teachers teaching effectiveness. The findings
also supported previous research mentioned earlier in this study.

DISCUSSIONS
Conclusions/Implications (for your profession):
I learned from this article that principals technological leadership improves teachers
technological literacy and directly influence them to integrate technology into their
teaching. Literacy improves their effectiveness. All in all, development of
technological skills is essential for the professional growth of teachers. If principals
wants to continue to develop further, to have professional teachers and to educate
successful students, then the school should implement a long term technology plan.

REFLECTIONS
Students Reflections (changes to your understanding; implications for your
school/work):
As a future teaches, I personally need to learn how to integrate technology in my
teaching in efficient way. I want to practice and develop my own technological
literacy. As a mom, I want to educate my child and bring up a technological leader. As
a student, I want to improve my academic quality with the provision of sufficient
technological support, as it saves my time, offer me unlimited information and
sources and very helpful for my studies.