Leadership as the Enabling Condition for Technology Integration in Schools: Bridging Vision, Practice, and Implementation

Abstract Book of the 10th World Conference on Teaching and Education

Year: 2026

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Leadership as the Enabling Condition for Technology Integration in Schools: Bridging Vision, Practice, and Implementation

Dr. Rosine Zgheib

ABSTRACT:

Despite sustained investment in educational technologies, meaningful technology integration in schools remains uneven. Research demonstrated that access to devices and digital platforms alone does not result in instructional transformation. This article argues that leadership is the critical enabling condition that determines whether technology initiatives translate into improved teaching and learning. Drawing on leadership theory and findings from a mixed-methods, school-based study informed by the Levels of Technology Integration (LoTi) framework, the article examines how leadership perceptions of support diverged from teachers’ enacted use of technology. The findings, generalized beyond the original study context, revealed the absence of coherent technology leadership as characterized by misalignment among vision, professional learning, infrastructure, and monitoring constrains instructional use of technology. The article synthesizes contemporary literature on instructional, transformational, distributed, and digital leadership to propose a leadership coherence model for technology integration. Implications for educational leaders are discussed, emphasizing the need for strategic vision, capacity-building, sustained professional learning, and attention to implementation. The study contributed to educational administration scholarship by clarifying how leadership practices shape the conditions under which technology integration becomes instructional rather than symbolic.

Keywords: Educational Leadership; Digital Leadership; Professional Learning; School Improvement; Technology