The populace of the twentieth century is increasingly obsessed with new communication and information technologies that potentially may impact education and raise achievement levels of students (Spencer, 1999). In an increasingly technology based society, it is crucial for all students to be technologically literate. Arguably, all educational administrators and classroom teachers should strive to prepare students for a technologically advancing world.

In order for principals to support and implement successful programs, they should possess at least a basic foundation of technology skills and competencies. A problem arises from the fact that many school administrators may not have an underlying knowledge of what specific competencies comprise the necessary requisite for effective technology leadership. No current studies provide empirical evidence about educator perceptions of principal technology competencies necessary for such leadership. The purpose of this study was to investigate educator perceptions of principal technology leadership competencies in order to address a void in the scholarly literature and to provide concomitant recommendations for current practice.

The design was quantitative, including both descriptive and inferential statistical analyses. Thirty-five assistant principals and principals and 117 teachers responded to a survey about principal technology leadership competencies. These competencies were adapted from other survey instruments found in the literature, from theoretical manifestations of technology leadership, and from standards promulgated by the International Society for Technology in Education.

The results of the analyses indicate that the principals believe that competencies across the leadership domains are critical for effective technology leadership. The teacher respondents, however, were more varied in their ideas of requisite competencies. Principals and teachers were significantly different in their perspectives, while elementary and secondary teachers were not significantly different in their perspectives. Educators, when planning various facets of technology integration in schools, providing staff development, and providing technology support, should carefully consider these differences in perceptions between principals and teachers.