The purpose of this quantitative study was to investigate the impact that technology leaders have in secondary buildings. The present study explored the relationship between technology leaders' leadership style and the level of self-efficacy that classroom teachers possess as they utilize technology, as well as the relationship between leadership style and the level of the technology teachers use in their classrooms. The difference between the perceptions' of teachers' levels of self-efficacy and technology integration based on the type of technology leader they worked with was also studied. Data were collected from eight technology leaders and 83 classroom teachers in suburban secondary schools on Long Island, New York. Several survey instruments were utilized to reveal information regarding the variables studied. To determine leadership styles, technology leaders answered questions from the Multifactor Leadership Questionnaire (MLQ 5X). In order to assess teachers' levels of self-efficacy, teachers responded to the Computer Technology Integration Survey (CTIS). To reveal the level of technology integration in their schools, teachers also answered the Level of Technology Integration for Teachers Survey (LoTi). The researcher performed a series of multiple regressions based on each leadership style to determine if a significant relationship existed between teachers' self-efficacy and their level of technology integration. In order to determine if a significant difference existed between technology teacher leaders and instructional technology specialists, the researcher conducted a Multivariate Analysis of Variance (MANOVA) based teachers' CTIS and LoTi scores. Results of statistical analysis demonstrated that there was no significant relationship between technology leaders' leadership style and teachers' levels of self-efficacy or levels of technology integration. However, regression analysis demonstrated that the Idealized Behaviors and Individualized Consideration factors were significant predictors of LoTi scores. Finally, MANOVA results suggested that a significant difference existed between the roles of technology teacher leaders and instructional technology specialists. Educational leaders can use the results from this study to determine the qualities efficient technology leaders possess and roles they should take on in order to influence and support staff members as they integrate technology in their buildings. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]