JOURNAL ARTICLE REVIEW

North American University

Education Department
M.Ed. in Educational Leadership / M.Ed. in Curriculum and Instruction
EDUC 5324 Integrating Technology into Education

Name: Sami Tbeileh_________ Date: 09/24/2018___

Cite the reviewed article in APA format:

Chang, I-Hua. (2012). The effect of principals' technological leadership on teachers'
technological literacy and teaching effectiveness in Taiwanese elementary. Journal of
Educational Technology & Society, 15(2), 328-340.

INTRODUCTION
Research Questions (if research questions are not specifically mentioned, what is the
theoretical background or overarching theme):
How can we describe and define the Technological Leadership for the technology usage?
How can the Technological Leadership be different from the Traditional Leadership
theory?
Does the Technological Leadership depend only on the technology? If not, explain your
answer.

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: 1000 teachers, 100 elementary schools, six metropolitan cities

Procedures:
Questionnaires has been distributed into 100 elementary schools including several
categories stated in the following figure:
Data Collection Methods/Data Source:The Cronbach’s alpha coefficients were calculated
for each scale: vision, planning and management (.96); staff development and training
(.90); technological and infrastructure support (.92); evaluation and research (.96);
interpersonal and communication skills (.93); hardware and software operation (.94); law
and ethics (.90); technological integration (.91); management and assessment (.90);
teaching material preparation (.92); applications of teaching skills (.88); classroom
management (.93); teaching assessment (.89); and self-efficacy and belief (.95).

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 Cronbach’s alpha) and to perform factor analyses. The final SEM model was done
with LISREL.
 RESULTS

Findings or Results (or main points of the article):

The Structural Equation Model (SEM) lets researchers simultaneously define and
measure multidimensional constructs, such as, principals’ technological
leadership. As in the table below, we can see the assessment of overall SEM fit:

The parameter estimates for the five constructs (i.e., vision, planning and
management; staff development and training; technological and infrastructure
support; research and evaluation; interpersonal and 335 communication skills)
that comprised principals’ technological leadership were significant (.91, .82, .89,
.90, and .87). The parameter estimates for the four constructs (i.e., hardware and
software operation; law and ethics; technological integration; management and
assessment) that comprised teachers’ technological literacy were significant (.83,
.65, .88, and .92). The parameter estimates for the five constructs (i.e., teaching-
material preparation; applications of teaching skills; classroom management;
teaching assessment; and self-efficacy and belief) that comprised teaching
effectiveness were significant (.83, .92, .90, .88, .90). As presented in Figure 2,
principals’ technological leadership (TECHLEAD) had a significant positive
effect on teachers’ technological literacy (LITERACY) (.58).
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 (LITERACY) directly affected
teaching effectiveness (EFFECTIVE) (.65). Principals’ technological leadership
also improved teachers’ teaching effectiveness (.22). The findings also supported
previous research mentioned earlier in this study.
DISCUSSIONS

Conclusions/Implications (for your profession): As this research states, technological

leaders can be principals that they need to enhance and use the vision and technology
methods for the schools to make them professional. In addition, increasing the teachers’
technological development and training, it is very significant as providing an important
technological infrastructure support and the plan of the effective school evaluation
development method. Principals who can have their ever- 337 changing roles and become
technological leaders are those who can effectively lead and well-plan their schools for the
next long future. More important, teachers, who practice their craft in the technological
age, need for the future, diligently, to develop their own technological literacy, therefore;
 they should change the traditional unidirectional method of teaching, and learn how to
incorporate technology into their teaching in order to encourage their students’ academic
achievement. It is an open question whether, in this age of information, principals (with
their ever-evolving roles) can become competent technology leaders who nurture and
increase the ability of teachers to integrate technology into their teaching. Such leaders
not only make teachers more effective but also directly affect students’ academic
achievement.

REFLECTIONS

Student’s Reflections (changes to your understanding; implications for your

school/work): In this section, I am going to states two different ways of my reflections.
But before that, I need to say that the author, I-Hua Chang, mentioned an important
point that took me over away to plan for the future that I need to combine the
technological methods with the traditional methods as a future successful teacher, for
example, Malaysian school leaders and teachers should be prepared to take on the
challenge by equipping themselves with the latest Information and Communication
Technology (ICT) skills, and they have their own traditional methods of teaching. The
statement says, “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.”
According to the two ways of reflections, I would like to categorize them into different
point:
- As a teacher: As I mentioned above in this section, the technological and
traditional leaderships should be combined in teachers to make their learners
eager to get something new.
- As a student: During my academic semesters, I could notice that some of the
educators that I met had several ways to reach this academic goal to their pupils,
such as, games, knowledge competitions, and partner presentations.
In fact, I-Hua Chang was correct when he illustrated Principals’ Technological
Leadership on teachers.

References:
Chang, I-Hua. (2012). The effect of principals' technological leadership on teachers' technological
literacy and teaching effectiveness in Taiwanese elementary. Journal of Educational Technology
& Society, 15(2), 328-340.

Thannimalai, Raamani & Raman, Arumugam (2018). The influence of principals’ technology
leadership and professional development on teachers’ technology integration in secondary
schools. Malaysian Journal of Learning and Instruction Vol. 15 (No.1).