Change at the top

Abstract

Given the current educational climate regarding the use of technology in schools, the purpose of this study was to discover the perspectives of four headmasters as to the effect of technology integration on independent school leadership. This qualitative case study sought to draw from headmasters’ experiences and interactions with others to explore how technology integration had influenced leadership roles and decisions. An interpretive approach was used to discover how and why headmasters developed their perspectives. Through the lens of symbolic interactionism, case study methods were used to analyze data from interviews, fieldnotes, and other artifacts. The constant comparison method supported the emergence of themes based on findings. Four themes emerged concerning the effect of technology integration on independent school education. Three themes specifically related to changes in leadership roles and practices included: 1) the need to alter leadership roles to encompass additional responsibilities from technology integration; 2) the change in the role of the headmaster is largely dependent on the school and the individual in the headmaster’s role; and 3) the importance of proper communication when engaging in technology integration. The fourth theme described the importance of engaging in 21st century learning activities in independent schools. Findings have implications for further research, particularly in the area of communications related to educational change. Implications for school leaders include the need to develop and sustain a school culture conducive to technology use and the need to communicate with transparency to all stakeholders.