Principal and teacher beliefs about online learning technologies

Abstract

This paper explores the link between principals' and teachers' pedagogical beliefs regarding the benefits of integrating online learning technologies into language teaching and learning contexts. Principals who have the leadership ability to carry out the pedagogical requirements for technological change in teaching and learning approaches can direct the use of technology to enhance the school learning environment (Baylor & Ritchie, 2002; Ertmer & Ottenbreit-Leftwich, 2010). The paper reports on the initial phase of data collection for a PhD thesis at an Australian University. Two surveys were developed and conducted for this study to determine principals' and teachers' existing pedagogical beliefs regarding online learning technologies. The participants included 67 principals and 82 Arabic language teachers across 33 secondary schools in Saudi Arabia. The results show a strong alignment between principal and teacher beliefs in that both indicate positive constructivist beliefs, particularly regarding the ability of online learning technologies to improve teachers' and students' research skills, promote students' learning both inside and outside school and convert teacher-centred teaching approaches to student-centred teaching approaches. The study also shows that principals' beliefs were consistently stronger than teachers' beliefs.