This report examines the relationship between school leadership and effective utilization of technology. As an aid to identifying a wide variety of technology policy decisions, a taxonomy of educational technology leadership decisions was constructed. Decisions that pertain primarily to the infrastructure are distinguished from those that deal primarily with instructional processes, although many decisions apply to both. The taxonomy divides decisions into six functions: strategic planning, goal setting, vision and vision sharing; budgeting and spending; organizational structure and processes; curriculum; program evaluation and impact assessment; and external relations and ethical issues. Before analyzing each of these six types of decisions, the distinction between the administrator and the teacher as leaders is considered. This discussion examines decision making mostly from the standpoint of the administrators, including principals, technology coordinators, and others in administrative roles. The national probability sample of schools consisted of 898 public, private, and parochial schools. Survey findings in this report are organized in three parts. The first section gives percentages for all United States schools that have adopted technology-related policies and what proportion of schools possess different technology leadership characteristics. Next, technology leadership is broken down by school demographic factors, examining which types of schools have more or less technology leadership. Finally, one aspect of the technology leadership model (that shows technology leadership to be influenced by background factors such as type of school and by infrastructure factors such as amount spent on technology) is tested, specifically, the relationship between technology leadership and technology integration. (Contains 24 references.) (AEF)