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The principal leads the incumbent administration and management of the school’s affairs, as a whole, through the regulations and instructions of the Ministry of Education (Al-Sharija 2012:23). In addition, the principal is assumed to work in accord with the framework of the general goals of education. He or she is required to supervise all the school staff and to follow up their actions to ensure that they meet the appropriate standards. The principal can also be seen to motivate staff to raise the efficiency of the school’s performance in various fields (ibid.).

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Gronow (2007:7) argues that the essential aspect of being the principal of the school as the dominant leader is about commitment to set a vision, to share and work with others in bringing the vision to fruition. ICT in schools is emerging as a central factor for schools to operate efficiently as organisations and as a teaching and learning tool for teachers and students. The principal who is able to create a vision for the development of an ICT learning community will be a 21st leader and learner (ibid.). His or her vision is very prime in coordinating the school administrative functions to ensure quality standards in service delivery in the integration of ICT in schools.

Using ICT in education seeks fundamental reform and change in traditional instructional programmes (Afshari et al. 2008:645). Principals are the on-site educational leaders who shape and communicate visions of teaching and learning within their schools, and by their action or inaction influence school activity. Therefore, knowledge of how principals effectively manage staff and student use of computers is essential (ibid.). For school managers to implement the use of educational technology in a constructivist manner, they must have opportunities to construct pedagogical knowledge in a supportive climate (Taylor & Todd, 1995 in Kipsoi, Chang’ach & Sang 2012:21)

Al-Sharija (2012: 3) contends that “principals need to assume major responsibilities for leading change in curriculum development, developing a learning organisation, and fostering staff capabilities”. The principal’s vision of the possibilities of ICT in teaching and learning are realised through supporting and developing the skills of others (Gronow2007:4). Effective communication ensures that the staff have a clear understanding of the vision which, in turn, helps to shape their identity and passion (Avolio & Bass 2004 in Al-Sharija 2012:57), and increase their commitment toward the desirable goals (ibid.). A road map to successful integration of ICT in schools cannot be realised without clear communication about the school vision as the change implementers are brought on board.

Ely (1990 1999) in Al-Sharija (2012:38) recognized the importance of leadership and notes that “the principal plays a key role in facilitating the following seven key conditions in ICT implementation:-

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 Dissatisfaction with the status quo: the condition requires the principal’s involvement in campaigning and supporting the change, as well as helping the staff to see the status quo has limitations, and evaluating the situation in a way that reflects his or her passion for change.

 Adequate time allocation: because the staff needs time to explore and learn about the change, there is the need to increase the level of staff knowledge and skills. The principal, as leader, must facilitate and prove the value of the change. As a result, the principal should assign enough time, and manage the timing of the school activities, so that learning and practice is achieved. The principal should control such conditions.

 Resources allocation: the principal undertakes an important and powerful role in providing the necessary resources and budget. Therefore, their role is vital in eliminating the negative impact of such conditions by providing, and effectively managing the school resources.

 Knowledge and skills development: this condition relates to the staff acquiring the needed skills and knowledge to utilize the innovation. The principal’s task of ensuring appropriate staff development is, therefore, essential.

 Reward and incentive: as leader, the principal is responsible for and the initiator of the reward process. Therefore, the principal’s role is important in motivating and providing incentives for staff to employ the innovation.

 Participation: by allowing staff to take part in the decision making process, the principal motivates and empowers the staff to actively adopt the innovation.

 Commitment: this condition relates to the manner and type of support offered to the staff by the principal. Such support includes communication, involvement, the dedication of resources, and the principal’s attention to the development of the school plans”.

All these conditions ensure the principal’s fundamental roles facilitate innovation implementation (Ely 1990; 1999 in Al-Sharija 2012:38). These conditions supplement one another to come up with an integrated whole as none can solely be adopted on its own by the principal to attain the desired change in ICT integration.

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Gronow, (2007:2) argues that implementing ICT into schools is the responsibility of the school principal. They need to ensure that the best interests of the students and administrators are served through effective ICT infrastructure and staff professional development. The principal is responsible that the investment, financial and otherwise, of ICT in the school is beneficial to the whole community (ibid.). Effective integration of ICT in schools requires a focused principal who is knowledgeable in adopting meaningful approaches aimed at attaining the desired objectives.

2.6.2.1 The approaches for school principals in facilitating change

From their analyses of moment-to-moment and day-to-day interventions by principals over time, Hall, Rutherford, Hord and Hulling (1984) in Schiller (2003) found that the overall pattern and tone of intervention behaviours led to different Change Facilitation (CF) styles. They classified these styles as initiator, manager, and responder:

Initiator principals publicly demonstrated a strongly held vision of where their schools were heading and what was best for students. They had high expectations of their staff, and they made these expectations clear through many forms of communication.

Manager principals focused on the administrative aspects of the school to ensure that it was well-organised and efficient. They tended to resist change until all components of the change were ready for implementation.

Responder principals focused on current concerns of the staff and the school community without looking at the "bigger picture." They tended not to intervene as much as their counterparts. In simplistic terms, initiator principals "made it happen," managers "helped it happen," and responders "let it happen." (ibid: 2003).

A focused school principal requires a blend of these three styles as none of them can stand alone for any effective ICT integration in the day-to-day school management functions.

Principal’s knowledge of ICT is essential so that systems can be in place to make organisational processes more efficient including the employment of personnel to manage and administer the ICT infrastructure (Gurr 2000 in Gronow 2007:2). The principal should be well informed about

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change in ICT and its requirements so that he or she can focus his energies in mobilising his or her team members in attaining the desired shared vision.

2.7 THE IMPLICATION OF CHANGE IN ICT INTEGRATION IN EDUCATIONAL