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This empirical investigation, grounded in the philosophical underpinnings of phenomenology, delved into the lived experiences of educators in relation to the technological leadership exhibited by their respective school principals or administrative heads. The study primarily endeavoured to comprehend the unique journeys of teachers as they navigated the multifaceted sphere of technology integration within their instructional landscapes. Understanding these experiences is crucial for developing enhancements in training and professional development programs, aiming to amplify the role of school principals in the successful implementation of instructional technology. The role of the principal, being of paramount importance in initiating and maintaining the momentum of technology implementation, served as a critical focus of this study. The inquiry probed into how principals act as catalysts in this process, as well as the strategies they employ to ensure the sustained progress of technology integration. The ultimate objective of this research was to identify leadership models and change frameworks that are most conducive to facilitating digital implementation in K-12 educational settings. Participants of the study highlighted that the complex relationship between instructional technology and leadership styles, casting light on the transformative potential of effective leadership in cultivating an environment conducive to technological advancement. The insights derived from this exploration hold significant implications for policy and practice, enabling educators and leaders to adeptly navigate the ever-evolving technological landscape within educational settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]