This study highlights the pivotal role of the school principal in relation to organizational commitment and expected student outcomes in schools in Pakistan. By critically examining the available literature, and by evaluating relevant data, this study will draw attention to how successful principals manage their schools, by providing an environment conducive to the teaching and learning process. It will demonstrate that teacher-principal relations are important, by highlighting professional development and its impact on school effectiveness and student outcomes.

This study aims at examining the relationship between principal technology leadership practices and teacher ICT competency in Negeri Sembilan secondary schools in Malaysia. This is a non-experimental quantitative research using survey technique through the administration of a set of questionnaires on teacher demographic variables, principal technology leadership practices and teacher ICT competency. Some 417 returned questionnaires have been analyzed. The findings showed that teachers in Negeri Sembilan secondary schools perceived that their principals have high level of technology leadership and they also rated themselves as having high level of ICT competency. Furthermore, data indicated a statistically significant positive and moderately strong correlation between principal technology leadership practices and teacher ICT competency. In addition, the multiple regression analysis showed that digital citizenship and systemic improvement are the two principal technology leadership practice dimensions that are statistically significant predictors of teacher ICT competency. The fitness indices of the proposed structural model do not achieve the level of fitness required for RMSEA (Root Mean Square of Error Approximation), GFI (Goodness of Fit Index), and Ratio Chisq/df (Chi-square/ Degrees of Freedom). Thus, a re-specified structural model was established for this study.

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