This research focused on leadership strategies that school principals utilised to incorporate technology for curriculum delivery. It aimed to extricate the successes, challenges and possibilities regarding ICT integration as experienced by secondary school principals in Antigua. The research used a mixed-method convergent design to investigate the multiple facets of this education phenomena. This research design was anchored by a leadership and an ICT integration theoretical framework. Moreover, data were gathered from school principals, teachers and students, through the use of online questionnaires and semi-structured interviews. 

 

The researcher employed descriptive statistics, independent Samples T Tests, and One-way ANOVAS, to examine levels and relationships among factors in the quantitative data. The qualitative data from school principals and teachers were subjected to thematic content analysis as a means of identifying the critical factors that facilitated or impeded ICT integration as explicated above. In keeping with the mixed-method convergent design, the quantitative and qualitative data were combined at the stages of interpretation, discussion and reporting in order to capture a global, in-depth and insightful understanding of the issue. This research sought to fill the gap in the area of school principal leadership strategies in the integration of effective technology use in academic institutions. 

 

The study found that school principals employed various leadership strategies for integrating technology into the curriculum of the school such as the purposeful inclusion of ICTs for administrative purposes. Moreover, the study revealed several successes of technology integration in areas such as communication and instruction. Likewise, challenges such as internet and equipment issues related to integrating ICTs into the curriculum of the school were highlighted. The findings revealed that future possibilities should include expanding curriculum delivery modalities and the integration of AI technology. Additionally, it was found that the quantitative analyses supported and, in some cases, countered qualitative results, these would be explicated in the overall discussion. Consequently, among recommendations are the provision of pre-service and in-service training that align with the ISTE and TPACK models for both principals and teachers, along with the creation of a modernised technology use policy. The study may have implications for education policymakers in Antigua in terms of the development of innovative technology policies that respond to the unique requirements of our modern society.

Mr. ANTHONY DONALDSON, a native of Antigua and Barbuda, has been in the teaching profession for the past twenty-three years. He has taught at the Holy Trinity School in Barbuda, the Boys Training School and the Clare Hall Secondary School. While at the Clare Hall Secondary School, he was Department Head for the Social Sciences, where he was responsible for monitoring, coaching and providing feedback to novice and experienced teachers on teaching and student learning. Mr Donaldson has also lectured part-time at the Antigua and Barbuda Hospitality Training Institute and the West Indies School of Theology, Antigua Extension, and is now attached to the St Mary’s Secondary School where he teaches in the Social Sciences Department. He is also an Adjunct Lecturer within the School of Business and Management, University of the West Indies Five Islands Campus in Antigua. 

 

Mr Donaldson is currently a Doctor of Philosophy (Ph.D.) candidate with a concentration in Education at The University of Trinidad and Tobago (UTT). His doctoral research focuses on Principal leadership strategies and ICT Integration at the secondary school level. His research also explores themes such as the future of ICT Integration in Antiguan Secondary Schools and Bridging the Digital Gap in ICT Integration. He has already published several journal articles from his doctoral work. 

 

Additionally, Mr Donaldson holds a teaching certificate from the University of the West Indies (UWI), a bachelor’s degree in Theology from the West Indies School of Theology, a Bachelor of Science (B.Sc.) in Criminal Justice from Ashworth University. and a Master of Education in Advanced Teaching from the University of the People.