Abstract
This study investigated principals' self-reported technology leadership abilities in Nigerian public secondary schools. A survey was administered to a sample of one hundred principals in SouthWest Nigeria, using a questionnaire with a combination of both open and closed-ended questions. The survey was conducted online, and the quantitative data were obtained through the Principals' Technology Leadership Assessment Scale. The open-ended questions were examined through content analysis, and the structured questions were analysed using descriptive statistics, independent samples t-test, and ANOVA test. The results showed that the majority of the principals reported the use of technology in their schools on an average level across various domains, including leadership and vision, teaching and learning, productivity and professional practice, assessment and evaluation, support, management and operations, and social, legal, and ethical issues. Moreover, there is a notable contrast in principals' self-reported technology leadership practices based on gender, with female principals achieving higher scores in specific domains compared to male counterparts. The study also found that principals face challenges such as a lack of funding, shortage of power supply, lack of resources, infrastructure, and technical support when facilitating the use of technology in their schools. The study's findings can inform practice, and recommendations for future research are suggested.