Principals’ Level of Computer Use and Some Contributing Factors M. AFSHARI, K. ABU BAKAR, S.L. WONG., M. AFSHARI Abstract—This study identified the extent to which Iranian secondary school principals use computers and explored the relationship between three variables related to ICT use. These factors included high level of computer access, positive attitudes towards ICT, and positive cultural perceptions of ICT, all contributed significantly to the computer use by principals. Findings from this study indicated that principals spent a few times a week working on their computers. It seems that knowledge of the role of ICT in the work life of the school principals and the acquisition of appropriate skills to use this knowledge needs to be understood by the principals. Hence, considerable ongoing professional development opportunities should be provided for principals to fulfill their role as technology leaders. Keywords— ICT, Computer use, Secondary school principals I. INTRODUCTION eadership is very important in developing effective, innovative schools and in facilitating quality teaching and learning [1]. Reference [2] reported on the analysis of data from the 1998 Teaching, Learning, and Computing survey of more than 800 schools in the USA and concluded that “although technology infrastructure is important, for educational technology to become an integral part of a school, technology leadership is even more necessary” (p. 74). In fact, school leaders, particularly the principal, have a major responsibility for initiating and implementing school change through use of information and communication technology (ICT) and facilitate complex decisions about integration of ICT into learning and teaching [3]. Principals need to be cognizant of the benefits of the new technologies. Many researchers have shared these benefits such as the works of [4]-[9]. Hence, the principals need to have proficiency in their use, and be able to promote a school culture which encourages exploration of new techniques in teaching, learning and management [3]. Manuscript received May 6, 2010: Revised version received June 6, 2010. M. Afshari finished her Ph.D. in Educational Administration at Universiti Putra Malaysia in 2010. Her research interests are ICT in education and technology leadership. (e-mail:mojganafshari@yahoo.com) Kamariah Abu Bakar is a Professor at the Faculty of Educational Studies, Universiti Putra Malaysia (UPM) and an associate researcher at the Institute of Mathematical Research (INSPEM). Universiti Putra Malaysia, 43400, Serdang, Selangor Darul Ehsan, Malaysia (phone: 603-8946-8196; fax: 603- 8948-0119; e-mail: kamarab@ gmail.com). Wong Su Luan is an Associate Professor at the Faculty of Educational Studies, UPM and also an associate researcher at the Institute of Mathematical Research (INSPEM). (phone: 603-89468175-; fax: 603-8948-0119; e-mail: wsuluan@gmail.com). M. Afshari, is currently pursing her Master in Curriculum Planning at Azad University, Tehran, Iran. Her research interests are ICT for development and Curriculum Planning. (email: afsharimarjan1220@yahoo.com) In the information age and the age of technology, school principals must possess computing capabilities [10]. They must be users of technology and role models to those that they lead [11][12]. In fact, it is difficult to imagine a leader who does not use technology trying to convince teachers that it is important [13]. According to [14], principals are continuously influenced by the demands of their jobs. They must have access to information and new knowledge to make informed decisions and to solve problems. Frequent and immediate access to computers to get data (e.g. student files and grades, arrange class schedules, track discipline problems, and evaluate teachers) give principals the ability to evaluate options before making decisions. In fact, levels of access to ICT are significant in determining levels of use of ICT by principals [15]. Therefore, principals who had regular access to computers use them more in their administrative and instructional tasks. According to [16], people’s attitudes toward a new technology are a key element in its diffusion. Reference [17] conducted a case study on pre-school principals’ practices in the use of ICT and reported that principals’ attitudes toward technology is a variable that determines the extent to which computers are used in school. Besides, he added that principals who have positive attitudes toward technology are very helpful and supportive in introducing these new technologies into the school. For example, they encourage their colleagues to have ICT training, equip the school with sufficient computers and ensure the staff has access to relevant technology. Hence, if principals understand the value of ICT and its benefits, they are able to implement innovations in school. Furthermore, [18] stated that changing individuals’ behavior is possible once their attitudes have been identified. Reference [19] suggests that attitudes are made up of three components: affect, cognition, and behavior. The affective element refers to the individual’s emotional feelings or liking of a person or an object. The cognitive element refers to the person’s knowledge about a person or an object. The behavioral element refers to the person’s overt behavior towards a person or an object. Reference [18] asserted that “even though we cannot predict the behavior of single individuals, we should be able to predict that people (in general) will change their behavior if we can change their attitudes…” (p. 52). Therefore, attitudes of participants revolved in an educational innovation are important factors in determining to what degree and with what speed change will be effected [20]. L INTERNATIONAL JOURNAL OF EDUCATION AND INFORMATION TECHNOLOGIES Issue 2, Volume 4, 2010 121