A comparative study of principals’ roles in the implementation of Information and Communication Technologies
| dc.contributor.advisor | Plaatjies, B. O. | en_ZA |
| dc.contributor.author | Basjan, Shireen Heleen | en_ZA |
| dc.date.accessioned | 2025-01-10T13:56:44Z | |
| dc.date.available | 2025-01-10T13:56:44Z | |
| dc.date.issued | 2024 | en_ZA |
| dc.description | Thesis (Ph.D.(Education Management and Leadership))--University of the Free State, 2024 | en_ZA |
| dc.description.abstract | Education is crucial for human civilization and requires technology, particularly in teaching and learning. Information and communication technologies (ICT) revolutionized education in the 1980s, leading to the potential obsolescence of textbooks. Global education systems must embrace technological advancements and changes to adapt to the Fourth Industrial Revolution. ICT will facilitate education through improved access, equity, stronger connections, and enhanced professional development of teachers. However, ICT is not yet universally accepted or used. School principals and teachers play a vital role in ensuring ICT implementation effectively. Research shows that ICTs significantly enhance the quality of education, and the need for closer integration of technology in the school system is highlighted. The South African e-Education policy aims to revolutionize learning and teaching, but school management policies influence its implementation. This research study examines the role of principals in implementing Information and Communication Technology (ICT) in schools. The study uses an interpretive qualitative approach and a multiple case study design. The research population includes nine principals and fifty-six teachers from nine primary schools in Motheo and Xhariep Districts, with seven teachers from each school participating. Data collection methods include focus-group interviews, semi-structured individual interviews, document analysis, and observation. The study investigates the ICT capacities of principals in different school settings and their impact on effective implementation. Principals in quintile 1-3 and quintile 4-5 schools are proficient in using computers but lack formal training. Teachers appreciate ICT's value but lack support. Barriers to successful implementation include policy absence, infrastructure issues, load shedding, electricity supply interruptions, equipment accessibility, outdated laptops, and insufficient internet connectivity. The leadership role of principals is crucial, but there is room for improvement in leadership support and classroom technology use. The study explores the role of principals in implementing ICT in South African schools. It provides insights into the digital divide and offers guidance on effective strategies for successful implementation. The findings can inform decision-making and practice in ICT implementation, support ICT integration initiatives, and help teachers improve their ICT proficiency. The study fills a gap in research by comparing ICT implementation in different settings and the principal's role. It explores various theories in leadership and management, generating new knowledge and fostering innovation in leadership and management practices. Further research could explore resource allocation, maintenance, and security challenges schools face, principals' instructional leadership role in ICT, strategies for implementing management and leadership principles, and strategies to bridge the digital divide. A mixed-methods study could evaluate ICT implementation's effectiveness and impact on learner achievement. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12962 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.title | A comparative study of principals’ roles in the implementation of Information and Communication Technologies | en_ZA |
| dc.type | Thesis |