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Leadership styles and the implementation of the IT masterplan
Author
Tan, Ong Lan
Supervisor
Mau, Rosalind Y.
Abstract
According to the Masterplan for Information Technology (IT) in Education, all 356 schools in Singapore will conduct 30 per cent of the lessons using IT by the year 2002. There will be a 2:1 pupil to computer ratio in schools. By the year 2000, about 24,000 teachers will have undergone 30-50 hours of training in the use of IT for teaching and learning in three phases. Towards this end, the Ministry of Education will spend $2 billion dollars to implement the IT Masterplan. Although there has been an economic downturn this year, the education budget has not been cut.
In 1997 the Ministry of Education selected 22 demonstration (henceforth Demo) schools to spearhead the use of IT in the classroom. In April 1998, the Demo Schools showcased how computers help students develop creative thinking, broaden perspectives, nurture lifelong learning and inculcate social responsibility. IT initiatives and collaborative projects between local schools and schools abroad in Japan and Birmingham were encouraged.
Many factors contribute to a school's implementation of its IT plan. This study focuses on how leadership is an important factor in the implementation of IT in the 13 primary schools studied. A total principals and 13 IT Heads of Department (henceforth HODS) were interviewed and 473 teachers completed a 20-item Likert scale questionnaire. In addition, 41 Senior IT instructors' perceptions of the principles' leadership styles were solicited through an on line survey.
The results show that there is a relationship between leadership styles and the implementation of the IT Masterplan. The principals' characteristics and their leadership styles help to nurture the IT culture in the schools. These principals are role models. They are usually IT savvy and people-oriented. As task-oriented leaders, they play a significant role in monitoring their schools' IT programmes. They also encourage teachers at different levels of IT competency to highlight good practices to be shared at the school level and with other schools. Qualitative data from interviews further illustrate various strategies and ways that principles use to implement IT in schools.
In 1997 the Ministry of Education selected 22 demonstration (henceforth Demo) schools to spearhead the use of IT in the classroom. In April 1998, the Demo Schools showcased how computers help students develop creative thinking, broaden perspectives, nurture lifelong learning and inculcate social responsibility. IT initiatives and collaborative projects between local schools and schools abroad in Japan and Birmingham were encouraged.
Many factors contribute to a school's implementation of its IT plan. This study focuses on how leadership is an important factor in the implementation of IT in the 13 primary schools studied. A total principals and 13 IT Heads of Department (henceforth HODS) were interviewed and 473 teachers completed a 20-item Likert scale questionnaire. In addition, 41 Senior IT instructors' perceptions of the principles' leadership styles were solicited through an on line survey.
The results show that there is a relationship between leadership styles and the implementation of the IT Masterplan. The principals' characteristics and their leadership styles help to nurture the IT culture in the schools. These principals are role models. They are usually IT savvy and people-oriented. As task-oriented leaders, they play a significant role in monitoring their schools' IT programmes. They also encourage teachers at different levels of IT competency to highlight good practices to be shared at the school level and with other schools. Qualitative data from interviews further illustrate various strategies and ways that principles use to implement IT in schools.
Date Issued
1998
Call Number
LB2806 Tan
Date Submitted
1998