School Principals’ Attitudes and Level of Technology Integration in Moroccan Public Schools

Abstract

This study investigates the relationship between school principals’ attitudes and the impact this has on the level of technology integration in Moroccan public schools. Data were collected by surveying 167 school principals via two different instruments. The computer attitude scale (CAS) (Gressard and Loyd, 1986) measures attitude toward computers and computer use and the level of technology integration (LoTi) Moersch (1999) measures the various levels of technology integration.  Findings suggest that there is a negative correlation between school principals’ attitudes and their level of technology integration at the Computer Attitude Scale (CAS) with (r = -.32, n = 167, p< .0005) and at the four sub-scales as well. The results obtained at this level accentuate another negative correlation existing between Computer confidence with (r = -.23, n = 167, p < .0005), computer liking (r = - .40, n = 166, p< .0005), computer usefulness (r = - .25, n = 167, p < .0005) and finally, computer anxiety with (r = - .08, n = 167, p < 0005) and level of technology integration. Recommendations for research and practice are provided.