14 Head Teachers’ Technology Leadership Competencies and ICT Integration in Model Primary Schools in Rivers State Okeke, Ndidi Loretta 1 & H. I. Dike 2 Department of Educational Foundations, Faculty of Education Rivers State University, Port Harcourt, Nigeria 1 ndysco@hotmail.com ABSTRACT This correlational study determined the relationship between the technology leadership competencies of 254 head teachers (headmasters/headmistresses) and ICT integration in the 254 Model Primary Schools in Rivers State. Four objectives with corresponding research questions and hypotheses guided the study. Two instruments were developed for the study namely, Head teachers‟ Technology Leadership Competencies Questionnaire and ICT Integration Questionnaire. These instruments were validated by experts in Measurement and Evaluation and Educational Management. A Cronbachs‟ alpha reliability coefficient of 0.74 was obtained for head teachers‟ technology leadership competencies and 0.88 for ICT integration. Data were analyzed using Pearson Product Moment Correlation Coefficient. The findings of the study revealed that head teachers‟ articulated vision statements and staff development competencies, have significant relationship with ICT integration in the model primary schools in Rivers State. On the other hand, Head teachers‟ planning competencies and infrastructure support competencies have no significant relationship with ICT integration. The study concluded that head teachers‟ technology leadership competencies are needed for effective ICT integration in model primary schools in Rivers State. It was recommended that both the Rivers State government and head teachers should articulate clear vision statements about ICT integration. Frequent staff development workshops should be organized to expose the head teachers to Technology Leadership competencies. Funds should be provided to head teachers by government to maintain available ICT facilities and sustain ICT integration in Model Primary Schools. Keywords: Head teachers, Technology leadership, Competencies and ICT Integration INTRODUCTION Technology leadership competencies is the application of leadership skills necessary for school administrators to assist their schools use Information and Communication Technology (ICT) in teaching and learning (Chang, Chin, Hsu, 2008). Yee (2000) defined technology leadership as the ability of Head teachers to manifest technology knowledge, skills and behaviours required for ICT integration in schools. Yee noted that with the influx of current technologies and the availability of computers in schools, head teachers need to prepare themselves to take up the role of technology leaders so as to prepare teachers and students for the future. ICT integration is the incorporation of technology resources into the daily routines and management of schools (National Center for Educational Statistics, 2003). ICT is a tool which can store, manipulate and, retrieve information, and when integrated into teaching has the ability to engage pupils in instructional activities, increase their ability to learn, help them solve difficult problems and improve their cognitive skills (Newby, Stepich, Leham & Russell, 2011). Haddad and Draxler (2018) identified five levels of ICT use in education, namely; presentation, demonstrations, drill and practice, communication and collaboration. For presentation, ICTs such as overhead projectors, television, and smart boards when used in teaching promote pupils‟ understanding of complex concepts (Trucano, 2005). Teachers can teach difficult topics like stages of International Journal of Innovative Information Systems & Technology Research 7(1):14-21, Jan.-Mar., 2019 © SEAHI PUBLICATIONS, 2019 www.seahipaj.org ISSN: 2467-8562