A qualitative exploration of senior management teams' experiences in technology integration across five western cape public secondary schools

Abstract

This qualitative study investigated the experiences of Senior Management Teams (SMTs) in five Western Cape public secondary schools as they navigated the integration of technology into teaching and learning. The study aimed to explore the challenges faced by SMTs in leading digital transformation in resource-constrained schools and to examine the institutional, infrastructural, and leadership factors influencing ICT integration. Data were collected through semi-structured interviews with SMT members, focus group discussions with teachers, and classroom observations. Thematic analysis was employed to identify key patterns and themes, allowing a deeper exploration of the pedagogical, structural, and contextual factors shaping participants’ experiences. The findings reveal several challenges to effective technology integration, such as limited ICT infrastructure, inadequate professional development, socio-economic disparities, and inconsistent departmental support. Despite these challenges, SMTs demonstrated a strong commitment to digital transformation through peer mentoring, the use of available tools, and advocacy for more training and resources. The study highlights the crucial role of SMTs in facilitating or hindering technology adoption at the school level. It underscores the importance of school-based leadership in addressing resistance to change, fostering digital literacy, and aligning ICT initiatives with educational goals. Additionally, it calls for policy interventions to address systemic inequalities and enhance digital readiness in public schools. By focusing on the leadership experiences of SMTs, this research offers valuable insights into how schools can adopt more inclusive, effective, and sustainable approaches to technology-enhanced education in the South African context.