An Investigation into the Relationship between Principals' Leadership Styles and Level of Technology Integration in Moroccan Public Schools

Autor/in	Laouni, Nour-eddine
Titel	An Investigation into the Relationship between Principals' Leadership Styles and Level of Technology Integration in Moroccan Public Schools
Quelle	In: International Journal of Leadership in Education, 26 (2023) 3, S.468-495 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2020.1799436
Schlagwörter	Foreign Countries; Principals; Leadership Styles; Technology Integration; Public Schools; Relationship; Age; Experience; Morocco + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Führungsstil; Public school; Öffentliche Schule; Wechselbeziehung; Alter; Lebensalter; Erfahrung; Marokko
Abstract	Modern educational systems require school principals to be not only simple administrators, but also leaders who can use, manipulate and help in integrating and spreading the use of technology in schools. To explore this new role, the present study investigates the link between Moroccan school principals' leadership styles and level of technology integration. Within a quantitative method design, the Multi-factor Leadership Questionnaire (MLQ) and the Level of Technology Integration questionnaire (LoTi) for building administrators were used to identify the predominant leadership styles and measure school principals' level of technology integration in schools. Findings related to this later revealed that Moroccan school principals' level of technology integration is low to moderate according to the LoTi scale. For leadership styles, the descriptive analysis suggests that the most frequently used leadership style was transformational leadership style (M = 39.74), followed by transactional leadership style (M = 20.30), and finally the laissez-faire leadership style (M = 03.41). These differences in descriptive statistics reached significance in the inferential analysis as well. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01