Public School Administrators and Technology Policy Making

Given little information about administrators' predilections toward participation in policy making, this study measured 256 midwestern principals' involvement in technology policy making at the building, district, state, and national levels. The study tested a conceptual model identifying influences on principals' involvement in technology policy making. Using hierarchical ordinary least squares regression analysis, administrators' disposition for participation set the stage for actual involvement at the building, district, and state levels. At the district, state, and national levels, involvement on a lower policy-making level was a strong predictor of involvement at a higher level. Principals' familiarity with the policy process was a predictor for involvement at the building level. Urban principals are less likely to become involved in technology policy making in their buildings and districts than suburban and rural principals are. Elementary principals are less likely to become involved in technology policy making than their high school and middle school counterparts.