Ludhra, GeetaAlharbi, Hadeel2024-11-212024https://hdl.handle.net/20.500.14154/73677This dissertation explores the impact of female secondary school principals' technological leadership practices on students' technological skills and academic performance in Saudi Arabia, focusing on Saudi Arabia's Vision 2030 and the Tatweer education reform initiative. This research aims to evaluate how effectively female principals in Saudi secondary schools utilise technology and its influence on student outcomes. Using a mixed-methods approach, the study combines qualitative insights from open-ended questions with quantitative data from web-based survey questionnaires. Ten female principals from both public and private secondary schools participated, contributing to a comprehensive understanding of technology leadership. Key findings reveal that principals' technology leadership practices, particularly in the dimensions of visionary planning and connected learning, positively influence students' digital competencies and academic success. Principals who embrace these leadership qualities effectively contribute to equipping students with essential technological skills, which are vital for success in a rapidly evolving digital workforce. Despite significant government investments in educational technology, challenges such as inadequate infrastructure and teacher resistance were identified as barriers to the effective implementation of ICT in Saudi schools. This study emphasises the importance of strong technology leadership in fostering a technology-rich learning environment, promoting student engagement, and improving academic performance. The findings contribute to the limited literature on technology leadership in Saudi Arabian schools, particularly concerning female leadership, and provide insights for policymakers aiming to enhance the integration of ICT in education.129enKeywords: educationleadershiptechnologyprincipalsSaudi ArabiaISTEThesis