Principal Change Facilitator Styles and The Effect on Teacher Technology Integration in School: A Literature Review

Abstract

This literature review is based on Change Facilitator Style (CFS) model which is aimed at identifying leadership styles among school principals as change facilitators and also Technology Integration Matrix (TIM) model framework to identify the level of technology integration within the features of a technology-integrated learning environment. This study examines the role of principals as facilitators of change based on three categories, namely principals as Initiators, Managers, and Responders through assessment in three dimensions, namely the dimension of concern for others, organizational efficiency, and strategic sense. While the aspect of technology integration in the classroom is analyzed based on the level of technology integration according to five stages of implementation, namely entry-level, adoption level, adaptation level, infusion level, and transformation level. In addition, the five characteristics of the learning environment based on the integration of technology, namely active learning, collaborative learning, constructive learning, authentic learning, and also goal-directed learning are also discussed in terms of teacher practices. Next, previous studies on the relationship and contribution of principal change facilitator style towards the level of technology integration are also discussed. Finally, a conceptual framework for studying the influence of principal change facilitator style on the level of teacher technology integration in the classroom has been developed for further study and exploration.