In the rapidly evolving landscape of 21st-century education, the integration of Information and Communication Technology (ICT) into pedagogical practices has become imperative for fostering innovative teaching and learning environments. This study investigates the pivotal role of school leaders as technological leaders in facilitating ICT integration within the Colombo South Education Zone, Sri Lanka. As educational institutions strive to harness digital tools for enhancing student engagement, critical thinking, and digital literacy, effective leadership emerges as a crucial factor in the successful implementation of these initiatives. The research adopts a mixed-methods approach, combining quantitative surveys and qualitative interviews with 50 school leaders across diverse school types, to explore their perceptions, skills, challenges, influence on teachers, and strategic practices related to ICT integration. Findings reveal that school leaders generally recognize their vital role in promoting ICT, with high positive perceptions of its benefits for pedagogy. However, significant gaps persist in resource allocation, professional development participation, and familiarity with emerging ICT tools. Leaders demonstrate moderate technological leadership skills, with variations based on experience, school type, and perceived ICT importance. Resistance to change among teachers, infrastructural deficiencies, limited budgets, and policy gaps are identified as primary barriers impeding the effective adoption of ICT. The study highlights the strong influence of transformational leadership styles and supportive administrative practices in shaping teachers' attitudes and competencies towards technology use. Furthermore, proactive strategies such as regular training, establishing innovation committees, and fostering collaborative cultures are associated with higher levels of ICT integration. The research underscores the essential need for targeted leadership capacity-building programs, infrastructural investments, and policy support to overcome operational challenges. It emphasizes that school leaders serve as catalysts for change, and their strategic vision, resource management, and professional development initiatives significantly impact the extent and quality of ICT integration in classrooms. The study provides practical insights for policymakers, educational administrators, and teacher training institutions aiming to enhance the technological competence of school leadership and foster sustainable digital transformation. Ultimately, the findings advocate for an integrated approach that combines visionary leadership with infrastructural and capacity development to realize the full potential of ICT in enhancing pedagogical practices within the Colombo South Education Zone and similar contexts.
Athirathan et al. (Thu,) studied this question.
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