Extent of decision support information technology use by principals in Virginia public schools and factors affecting use

The purpose of this study is to gain an understanding of how decision support technologies help principals make better decisions. This research examined the extent that principals of public schools in Virginia used information technology to support decision making and investigated factors that affect usage of decision support technologies. The study also examined whether a relationship existed between the extent that principals used decision support information technologies and their leadership styles.; The survey instrument used in the study was a self-designed instrument. Leadership items were taken from Bass and Avolio's (1995) Multifactor Leadership Questionnaire Leader Form (5x-Short). Surveys were sent to a random sample of 397 principals throughout the Commonwealth of Virginia, and 185 principals participated in the survey. Follow-up telephone interviews were held with 12 principals.; The findings indicated that principals were using decision support technology sometimes. Use varied depending on the type of data and whether multiple sources of data had to be integrated to perform a function. Results indicated that principals exhibited both transactional and transformational leadership behaviors, but they exhibited transformational behaviors more frequently. The overall extent that principals used decision support technologies was significantly correlated with their perceptions of all four transformational leadership behaviors---individual influence, inspirational motivation, intellectual stimulation, and individual consideration. Although the findings showed that most principals had at least some training and or experience in using computers and in data analysis and evaluation, interview findings and written comments on the surveys indicated that they did not have the level of training they needed to use technology to support decision making and administration of their schools.; In conclusion, the results of this study indicate that principals are using technology for routine decision support that requires simple queries and single sources of data. Principals have limited access from their desktop computer to many of the multiple sources of data needed for school improvement. Principals need training in using technology to manage and analyze data to support decision making. In addition, college educational leadership programs need to ensure that aspiring principals are trained to use technology as a management tool.