Without the support of school leaders, particularly the school management team (SMT), the educational potential of information and communications technology may not be realised. SMT’s need to assume a major responsibility for initiating and implementing school change through the use of information and communications technology and can facilitate complex decisions to integrate it into teaching and learning. Utilising the ‘theory of action’ as a theoretical framework this qualitative case study investigates the perceived beliefs and attitudes of SMTs regarding ICT implementation at school. Furthermore this study explores the perceived necessary provisions that have to be in place to realise the perceived attitudes and vision of the SMTs.
The findings of this study suggest that school management has significant and consistent espoused theories about ICT implementation and practice in schools. First, the majority of school managers advocate that ICT is indispensable for teaching and learning, as it enhances the quality of pedagogical practices. Second, they espoused that ICT in teaching and learning should be mandatory practice. Third, majority of school managers were adamant that teachers and school managers should be ICT literate. Fourth, school managers believed that ICT implementation should be a collaborative process. Fifth, school management’s vision for ICT should be aligned with the school’s vision for ICT. Sixth, SMT’s believe that ICT should be an integral component of the curriculum and policies. The study concludes that the perceived espoused beliefs, attitudes and visions of SMTs could establish the general climate for ICT use within a school.