The role of leadership in developing a climate of technology integration in public schools

This study tested the predictive roles of distal (leadership, training on ICT, trust, and enabling structure) and proximal variables (self-efficacy, attitudes toward technology integration, and perceived norm) in teachers' technology integration behaviors by utilizing an extended version of the Integrated Model for Behavior Prediction. The data was collected from 11,245 primary, middle, and secondary level public school teachers in Turkey. Structural equation modeling results suggest that although leadership is positioned at a distal end of the model with no direct link with technology integration, it plays an essential role through its orchestrating role in creating a conducive climate. •Technology leadership paved the way for technology integration through contributing to trust and enabling structure.•Receiving ICT training promoted teachers’ computer self-efficacy in class applications more than their attitudes.•Teacher self-efficacy played a stronger role in promoting their technology integration behaviors than other proximal variables.•Technology leadership had a more substantial effect on context variables than individual variables.