High-Performing High School Educators’ Perceptions of High-Quality Technology Integration and the Transformational Leader

Overstreet, Tyler

High-Performing High School Educators’ Perceptions of High-Quality Technology Integration and the Transformational Leader

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The purpose of this basic narrative qualitative study was to examine educator perceptions of transformational leadership and influence on high-quality technology integration in high schools. The study identified high-performing secondary schools in Missouri using one-to-one technology. Principals and teachers from each of these schools were interviewed to understand which key 21st century skills were necessary for student success, how technology is used best to support the skills (Battelle, 2019b; ISTE, 2016). The study further explored educators’ perceptions on the level of transformational leadership skills practiced and the prevalence of the ISTE Standards for Education Leaders (2018) used by principals considered leaders of technology integration (Bass, 1999; Burns, 1978). The study established it is essential for building leaders to change and improve classroom learning environments to support student learning of essential 21st century skills as supported through the use of technology. Leaders are responsible for cultivating these environments by having a vision for technology, designing professional development to support teachers, modeling for teachers what they want to see teachers provide for their students, and encouraging them as they use technology to prepare students for their future.

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