SCHOOL TECHNOLOGY LEADERSHIP DIMENSION PRACTICES FOR TEACHERS’ TECHNOLOGY INTEGRATION IN KAZAKHSTANI URBAN SECONDARY SCHOOLS: A MIXED-METHODS STUDY

Abstract

School leadership can both positively lead and influence teachers' actions to better implement innovative changes in their teaching, and is considered the most critical factor in the successful integration of technology in teaching and learning. Multiple studies contribute to this emerging field of school technology leadership, illustrating its significance. However, more research is needed to discover the many facets of this field, particularly the connection between leadership practices and teachers' technology integration, as well as enriching the empirical database using mixed-methods methodological approaches. This thesis investigates how principals' technology leadership supports and sustains teachers' integration of technology in Kazakhstani secondary schools, using a mixed-methods explanatory sequential design. The study first quantitatively assessed the relationship between the dimensions of school technology leadership and the level of technology integration among teachers. Utilizing a two-section questionnaire distributed among 750 educators, the research identified significant correlations, revealing that stronger leadership practices are associated with higher levels of ICT integration, particularly in lyceums and gymnasiums in Kazakhstan. Subsequently, qualitative interviews with nine principals from the high-performing ICTintegrated schools provided deeper insights into the practical aspects of this leadership. These discussions highlighted four key dimensions of effective technology leadership: establishing a vision, providing technological and infrastructural support, developing professional capacity and a collaborative culture through internal and external stakeholders, and systematic improvement.