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The study determined principals’ technology leadership practices as a correlates of teachers’ technology integration in classroom instruction in secondary schools in Anambra State. The study was guided by two research questions and two hypotheses were tested at 0.05 level of significance. Correlation research design was utilized for the study. The population of the study consisted of all the 5,286 teachers in public secondary schools in Anambra State, Nigeria. Multi-stage sampling procedure was used to draw 1,057 teachers as the sample for the study. Two sets of researchers-developed instruments titled “Principals’ Technology Leadership Practices Questionnaire (PTLPQ) and Teachers’ Technology Integration in Classroom Instruction Questionnaire (TTICIQ) were used for data collection. The instruments were face validated by three experts and subjected to reliability test using Cronbach alpha which yielded 0.78, and 0.75 for Clusters A and B of PTLPQ respectively and the reliability index of 0.74 was obtained for TTICIQ. Data analysis was done using Pearson’ Product Moment Co-efficient for answering the research questions and t-test to test the hypotheses. The findings of the study indicated among others that there is a high relationship between principals’ digital citizenship practices and teachers’ integration of technology in classroom instruction in secondary schools in Anambra State. Based on the findings, it was recommended among others that Ministry of Education should develop a handbook for principals to guide them in exhibiting digital citizenship behaviour that will bring improvement on teachers’ technology integration in teaching and learning.

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Nnebedum, Chidi, & Ugwuogo, Robert Chibueze. (2020). Principals’ Technology Leadership Practices as a Correlates of Teachers’ Technology Integration in Classroom Instruction in Secondary Schools in Anambra State. International Journal for Social Studies, 6(1), 217-226. Retrieved from