The role of transformational leadership and an experienced team in sustaining a technology enhanced learning intervention in schools

Studies on school factors contributing to sustaining innovations hardly focused on differences across schools. We investigated school factors that are associated with the sustained implementation of a technology enhanced intervention across 59 Dutch elementary schools. Educational professionals of these schools ( n = 551) rated various school factors and the sustained implementation of the intervention. Data were analyzed by two-level regression analyses separating within and between school relations. Based on perceptions of teachers within schools, we found significant correlations between sustained implementation and a school's social capital and absorptive capacity. However, these relationships are not confirmed on the school level. Differences between schools in sustaining the intervention were uniquely related to the school principal's transformational leadership and the team's experience.