Global Social Sciences Review (GSSR) Vol. IV, No. II (Spring 2019) | Page: 222 – 230 An Exploration of College Principals’ Technology Leadership Competency Assessment Wajeeha Aurangzeb Assistant Professor, Department of Education, NUML, Islamabad, Pakistan. Email: waurangzeb@numl.edu.pk Tehseen Tahir Assistant Professor, Department of Education, University of Haripur, Haripur, KP, Pakistan. Kifayat Khan Lecturer, Department of Education, University of Haripur, Haripur, KP, Pakistan. This paper explores leadership technology competence of college principals in six domains, (1) vision and leadership, (2) teaching-learning, (3) professional practice and productivity, (4) operations and support management, (5) evaluation and assessment, and (6) legal, ethical and social issues. Competence of the principals for using technology gadgets in the domains of teaching -learning was found high whereas his/her social, legal and ethical considerations for technology use were found to be low. Most respondents valued technology competence but focused incorporating its administrative use. Furthermore, leadership training programmes may contain modules related to professional use of databases, content and data management systems in order to enhance principals’ use of these for day-to-day administrative purposes. Introduction The growth in technology usage specifically relates to what it is able to offer and how it facilitates its users ( Abo Jaser, 2012; Garland & Tadeja, 2013). Technology gadgets have shifted from being desired to being required and have become a necessary component of basic life requirements. However, technology explosion needs to be controlled in all spheres of life. Technology has also become a virtual part of the world of education at all levels. Live of students and teachers of current era have a deep influence of technology and it can not be denied that technological devices are being used as effective teaching-learnng tools as well. ( Ali, 2013; Tamim, 2013) ). Many educators believe that educational technology is master key for the eminence of education and teaching-learning process. It means that technology changes the role of teacher from information giver to knowledge facilitator, coach and technology manager. Use of technology in schools/educational institutions simplifies adminstrative tasks and reduces record keeping time ( Mills & Tincher, 2002).Competencies of principals for integrating technology is critical if the teaching-learning environment of schools is expected to be ICT laden. Many responsibilities are attached to technology leadership roles ranging from proper installation of computers to the assurance of their healthy use for educational purposes. Principals are also required to ensure equal access to technologicl gadgets by all teachers (Flanagan, & Jacobsen, 2003). Although role of principal in technology integration at school level is inevitable, yet it is a less explored area of research. School leaders’ capabilities and competency to use ICT personally also effects its implmentation at organizational level ( Byrom & Bingham, 2001; Schiller, 2003). According to the reflections of Dinham ( 2005), leadership plays a key role in developing innovative and effective schools according to the demands of 21 st century. But for this purpose , school leaders must be aware of the 21 st century teaching learning demands and work accordingly. School principals’ self-efficacy, competency, skills and interest may have aprofound influence over school’s instructional practice and change. Consequently, effective school principals essentially may have awareness and dispositions about information-communication technology and be able to perform accordingly. Literature Review Integrating technology into the college classrooms is a challenging task for teachers as well as administrators. Those higher secondary institutions (colleges) are considered technology-laden Key Words Technology Leadership Competence, Intellectual Property Rights, Cyber Security p-ISSN 2520-0348 | e-ISSN 2616-793X | L-ISSN 2616-793X | DOI: 10.31703/gssr.2019(IV-II).29 | URL: http://dx.doi.org/10.31703/gssr.2019(IV-II).29 Abstract