E-learning projects in educational institutions have mixed results. The literature identifies school leadership as one of the factors that may determine the outcome of the project. Nevertheless, principals take different approaches to the integration of technology in the learning process within their schools. This paper examines the attitudes and involvement of principals in an e-learning implementation in high schools in Jamaica. Data are gathered through various interviews with principals, teachers, and students throughout 18 schools. Three different roles of the principal emerged. These were facilitatory, active involvement, and participatory. The participatory classification places emphasis on the principal having a strong technical base and being integral to the execution of the project. It is argued that to realize transformation through e-learning, principals need to do more than just champion and facilitate the project.

Absorptive capacity, Dynamic capabilities theory, E-learning, E-learning leadership, Jamaica, National e-learning project, Principal, Technology in education
Sprott School of Business

Charlton-Laing, C. (Christine), & Grant, G. (2015). Who should champion e-learning projects in educational institutions? Emergent roles of school leadership in a national e-learning project in a developing country. In Strategic Project Management: Contemporary Issues and Strategies for Developing Economies. doi:10.1201/b18986