Principals’ Technological Leadership and School Digital Equity in Rural Indigenous Schools of the Peruvian Amazon

Guevara-Goñas R.E.; Tongo-Alarcón D.; Rojas de la Puente E.E.; Yaun-Diaz M.S. · Leadership and Policy in Schools (2026) · DOI: 10.1080/15700763.2026.2669722

Resumen

Digital conditions in rural intercultural bilingual schools remain uneven because of limited access to infrastructure, unstable connectivity, and insufficient teacher preparation in the pedagogical use of technology. This study examined the relationship between principals’ technological leadership and school digital conditions in 71 Awajún and Wampís primary schools in the Peruvian Amazon, using an explanatory sequential mixed-methods design. A 32-item Likert-type questionnaire measured both constructs; descriptive statistics, Pearson correlations, and linear regression revealed a moderate, significant association, with stronger leadership linked to more favorable digital conditions (r =.50, p <.001; B =.58, R2 =.34). Qualitative interviews with 13 principals suggested that digital initiatives are more likely to be sustained when school leaders manage scarce resources, support teachers consistently, and involve community actors to overcome contextual limitations. These findings underscore the need for educational policies that strengthen technological leadership in rural Indigenous schools.

Instituciones: Universidad Nacional Toribio Rodríguez de Mendoza de Amazonas