JOURNAL ARTICLE REVIEW

North American University

Education Department

Name: Emine Ozalli Can Date:9/20/2018

Chang, I.-H. (2012). The Effect of Principals' Technological Leadership on Teachers' Technological Literacy
and Teaching Effectiveness in Taiwanese Elementary Schools. Educational Technology & Society, 15 (2),
328–340.

INTRODUCTIONNTRODUCTION
Research Questions (if research questions are not specifically mentioned, what is the
theoretical background or overarching theme):
The effectiveness of principals’ technological leadership, teachers’ technological literacy, and teaching
effectiveness.
Purpose of the research:
The purpose of this study is to investigate the relationships among technological leadership of principals
and the technological literacy and teaching effectiveness of elementary school teachers. The study
investigates the notion that principals’ technological leadership, as mediated by teachers’ technological
literacy, and how can affect teaching effectiveness at elementary schools in Taiwan.

METHODOLOGY
ETHODOLOGY
What is the methodology for the research or approach used to understand the issue?
Provide
information regarding the following:
Participants:
 According to the given information in the article, 1,000 teachers randomly selected from 100
elementary schools within the following six metropolitan cities in Taiwan: Keelung City, Taipei City,
Hsinchu City, Taichung City, Tainan City, and Kaohsiung City.

 The survey asked teachers to evaluate the principal’s role in leading and facilitating technology
use, teachers’ technological literacy and teaching effectiveness in their schools.
Procedures:
The survey asked teachers to evaluate the principal’s role in leading and facilitating technology use,
teachers’ technological literacy and teaching effectiveness in their schools. The respondents in this study
were teachers reporting to their principals. According to study, to encourage the return rate, follow up
thank you postcards and personal contacts were made until a satisfactory percentage of participants
completed the questionnaire. Survey was made and of the 1,000 questionnaires distributed, 60.5% were
returned. In the study, demographic variables also provide a descriptive profile of those individuals who
responded to the survey.
Likert-type items were use on 5-point scales. A response of “1” indicated that the teacher strongly
disagreed with the statement on the scale, and a response of “5” indicated that the teacher strongly
agreed with the statement on the scale.
Data Collection Methods/Data Source:
Paper surveys prepared for the research. Of the 1,000 questionnaires distributed, 60.5% were returned
by motivating teachers.
Data Analysis:
This research empirically investigated the relationships among principals’ technological leadership,
teachers’ technological literacy, and teaching effectiveness and tested the structural equation model
(SEM). SPSS was used to calculate scale reliabilities (the Cronbach’s alpha) and to perform factor analyses.
The final SEM model was done with LISREL.

RESULTS
Findings or Results (or main points of the article):
D Research findings confirmed previous research that principals’ technological leadership improves
teachers’ technological literacy development and directly influenced teachers’ integration of technology
into their teaching practices. Furthermore, teachers’ technological literacy (LITERACY) directly affected
teaching effectiveness. According to study, Principals’ technological leadership also improved teachers’
teaching effectiveness. The findings also supported previous research mentioned earlier in this study.

ISDISCUSSIONS
Conclusions/Implications (for your profession):
RE As this research indicates, principals as technological leaders must develop and implement vision
and technology plans for their schools, encourage the technological development and training of
teachers, provide sufficient technological support, and develop an effective school-evaluation plan.
More important, teachers, who practice with tech in the technological age, should look diligently to
develop their own technological literacy; they should change the traditional unidirectional method of
teaching, and learn how to incorporate technology into their teaching method in order to encourage
their students’ academic achievement. It is an open question whether, in this age of information,
principals can become competent technology leaders who nurture and increase the ability of teachers
to integrate technology into their daily teaching. Such leaders who involve technology not only make
teachers more effective but also directly affect students’ academic achievement.
FLECT
 REFLECTIONS
Student’s Reflections (changes to your understanding; implications for your
school/work):

According to the research which is done in Taiwan shows the significant importance of
Principals’ responsibility about technology implementation at schools. Principals are
responsible from lots of things in the campus such as communication, discipline,
evaluation, academic success, professional development and so on. On the other hand,
they have a big responsibility to enhance technology in their school by providing
equipment and professional development for teachers to apply new technological
advancements. from everything at campus.
As a teacher in my campus, I always need to know a lot about technology usage in order
to apply an interactive class. It is not always easy to ask each detail questions about the
programs or smart boards that’s why I need to improve myself. Principal and AP
Academics should arrange additional PD sessions just for technology usage in the
campus because I know that there are some teachers who are staying beyond the
technology and the research shows that teachers and principals technology awareness
improve students’ achievement as well.

References
Chang, I.-H. (2012). The Effect of Principals' Technological Leadership on Teachers' Technological
Literacy and Teaching Effectiveness in Taiwanese Elementary Schools. Educational Technology & Society,
15 (2), 328–340.