Elementary Principals' Perceptions of Visionary Leadership, Self-Efficacy, and Professional Development in Technology

This quantitative research was conducted as a means of examining the relationship between elementary school principals' use of a Technology Action Plan and (a) gender, (b) age, (c) years of administrative experience, (d) perceptions of professional development in technology, and (e) perceptions of self-efficacy in technology. Also examined was the relationship between principals' perceptions of professional development, efficacy, and leadership in the area of technology.;Elementary principals in a large metropolitan school system in the Washington D.C. metropolitan area were surveyed using the Principals Technology Leadership Assessment (PTLA) instrument. The survey was modified with permission to include specific questions relating to the variables of the study. Based on the data obtained in the study, significant correlations exist between elementary principals' professional development in technology, self-efficacy in technology, and leadership and vision for technology in their schools. There were moderately significant relationships between principals' use of a Technology Action Plan and variables of professional development, self-efficacy, and leadership and vision for technology.;Though limited in scope, this study may provide meaningful data for research. Colleges and schools of education with administrative leadership programs could modify their coursework for principal preparation to include current technology practices and technology vision as a result of this study. School districts could revisit the qualifications in the hiring process, as well as the evaluation process, for principals and assistant principals with consideration to technology skills, competencies, and knowledge. School districts could also address technology practices and vision through staff development specifically designed for principals. Visionary technology leadership could lead to purposeful change in technology integration within the elementary school classroom.