Abstract
Purpose. The purpose of this study was to identify and compare the perceptions of selected teachers and secondary principals in Model Technology Schools about key behaviors that are important in leading and managing technology-enriched schools. Methodology. A descriptive study was conducted. A structured questionnaire and Role Efficacy Scale were sent to three principals and ninety-six teachers in three of the five Model Technology secondary schools; eighty-nine percent were returned. The data were analyzed using frequency distribution and a one sample t-test. Findings. Principals and teachers rated all seventeen leadership and management behaviors as important. When comparing the ratings of teachers and principals, fifteen items were significantly different at the.05 level. The leadership behavior not significantly different was, "Is a technology supporter at the district level." The management behavior not significantly different was, "Is able to write grants to support technology." Conclusions. The most important behaviors identified by both teachers and principals were those in which the principal delegates authority and shares decision making. Recommendations. Examine perceptions of teachers and principals in schools that: (1) are not technology-enriched; (2) have restructuring grants; (3) are Model Technology middle or elementary schools. Provide future administrators with knowledge and skills needed to share authority and decision making.