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The study uses qualitative interviews with Swedish teachers from two participating schools to investigate how school leadership supported teachers regarding pedagogical matters, technical resources, and ICT competence. ICT leadership is analyzed through Dexter’s three features: setting direction, developing people, and making the organization work. Findings identify two leadership approaches: distributed and more formal leadership.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-perceptions-of-principals-ict-leadership-article/599736/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-perceptions-of-principals-ict-leadership-article/599736.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study focuses on leadership practices used by principals in an ICT-focused collaborative school project, especially how teachers experienced that leadership.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected?",{"text":117,"@type":113},"Qualitative data were collected by interviewing teachers to understand what support they received from school leadership on pedagogical issues, technical equipment, and ICT competence.",{"name":119,"@type":110,"acceptedAnswer":120},"What analytical framework was used for ICT leadership?",{"text":121,"@type":113},"The study analyzed ICT leadership using Dexter’s three basic features: setting direction, developing people, and making the organization work.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599736,1792131801,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Teachers’ Perceptions of Principals’ ICT Leadership  \nAnn-Louise Petersen  \nUniversity West, Sweden  \nAbstract  \nThis article focuses on the leadership used by the principal in a collaborative ICT project.  \nThe case study chosen was a school project conducted within the NCCE project (Nordic Cross Country Education) . The EU funded project ran for three years in grades 5-9 in Sweden, Denmark and Norway. The goal of the project was to develop cross-border education models between the national education systems in the three countries. The project was based on virtual communication using digital technology. The study focuses on how the Swedish teachers from two schools involved in the NCCE project experienced the leadership of the principals in ICT related matters. A qualitative method was used by interviewing the teachers in order to inquire about what kind of support they had received from the school leadership on pedagogical issues, technical equipment and ICT competence. The ICT leadership was analyzed by Dexter’s three basic features: setting direction, developing people and making the organization work. The result showed two kinds of leadership. The first one resembled a distributed leadership, where the principal worked closely with teachers and ICT managers, almost like being one of the team. The second one resembled more a formal leadership where principals had a positive attitude towards ICT development but did not participate personally in the project work.  \nKeywords: ICT integration; ICT leadership; Distributed leadership; School development  \nIntroduction  \nThe principal’s role as an educational leader is becoming increasingly important. The school leadership has developed from merely an administrative one to one that includes an educational leadership (Berg, 2011; Hallerström 2006; Höög & Johansson, 2011; Larsson & Löwstedt, 2010) . The principal has a key role for pupils’ learning by organizing the conditions for teaching as well as the working climate (Elmore, 2008; Hallinger & Heck, 1998; Hopkins, 2008; Pont, Nusche & Moorman, 2009) . The pedagogical role entails stimulating teachers in their work and having responsibility for their professional development so that students receive the education that enables them to reach the goals of the national curriculum (Skolverket, 2011) . This means that the principal is responsible for the development of local curricula as well as for the provision of study material and technical equipment. Furthermore, the principal is accountable for educational development and for creating opportunities for teachers to develop their professional skills. This article focuses on the principal’s educational role in classes participating in a school project with a focus on ICT1, known as the NCCE project (Nordic Cross Country Education) . In this project, the principal was a key figure by providing  \n1 Computer-use in the end of the twentieth century put emphasis on the fact that information could be reached by technology, IT (information technology) . Later more focus has been put on communication, and communication has therefore been added to the term, resulting in ICT (information and communication technology) .  \nthe conditions for the participation of teachers and classes. For example, the principal determined the amount of time teachers were allowed to allocate to the project in order to plan lessons and communicate with teachers from the other schools. Furthermore, he or she also decided what technical equipment and technical infrastructure that was available for the project. The above-mentioned tasks of the principals in the NCCE project were not merely rational and technical in nature. One of the crucial tasks was the principal’s personal engagement in the project. A school project without personal support or commitment from the principal has been shown to have a lower chance of succeeding (Petersen, 2010; Petersen, 2012; Petersen, 2013; Stedøy, 2006) . In this study, the leaders","cbCaiiUTnLNbgDQC","https://ap.wps.com/l/cbCaiiUTnLNbgDQC","pdf",530936,14,"English","# Abstract\n# Introduction\n## The Importance of the Principal for ICT Development\n# The Importance of Principal for ICT Development","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study focuses on leadership practices used by principals in an ICT-focused collaborative school project, especially how teachers experienced that leadership.\"},{\"question\":\"How was the data collected?\",\"answer\":\"Qualitative data were collected by interviewing teachers to understand what support they received from school leadership on pedagogical issues, technical equipment, and ICT competence.\"},{\"question\":\"What analytical framework was used for ICT leadership?\",\"answer\":\"The study analyzed ICT leadership using Dexter’s three basic features: setting direction, developing people, and making the organization work.\"}]","Teachers’ Perceptions of Principals’ ICT Leadership - Article | PDF",1792089343,35]