The purpose of this study was to determine what elementary principals perceive as important to performing their jobs in three areas: understanding student learning as it relates to computer technology use, decision making related to computer technology implementation and personal computer applications.

Descriptive research methodology was used in the study. The population surveyed included 147 elementary principals in a large suburban school district located in the Washington, D.C. metropolitan area. Their schools were diverse in terms of size, demographics, and computer technology capabilities. One hundred twenty-seven surveys were returned, representing a response rate of 86%.

The principals who responded registered the highest measure of agreement on the statements that addressed computer applications and student learning. There was less agreement regarding whom principals rely on when making decisions on computer technology implementation. However, respondents all agreed that they should know which key personnel to contact when making decisions particularly about the purchase of hardware and software. There was also solid agreement among the respondents that there should be a designated technology position in every school.

The role of principal as it relates to computer technology implementation was not clearly defined by the respondents. Some principals felt it was important to model computer technology applications while others did not think that the principal was the most important person to facilitate an environment that supports technology.

Finally, the area that received the most discrepancy in responses addressed personal productivity. There is not agreement among elementary principals as to what they should know and use regarding computer applications. All respondents, however, said that they were willing to participate in staff development designed to enhance their administrative roles.