A Research Upon The Relationship Among Technology Leadership of Junior High School Principals And Information Integrated Into Instruction And Quality Of School Education

• Main Authors: Wang, Wen-Lin, 王文霖
• Other Authors: Jhang, Cing-Syun
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/10693987355674240011

博士 === 國立屏東教育大學 === 教育行政研究所 === 101 === Aiming at purposing to construct a model of technology leadership for junior high school principals, this paper attempts to find out how a principal, when applying with technology leadership and information integrated into instruction, would affect the education quality in a junior high school, and is ranged as follows: 1. Understanding the present conditions of technology leadership of the junior high principals, information integrated into instruction, and the quality of school education. 2. Exploring the different background variables in principal technology leadership, information integrated into instruction, and the quality of school education. 3. Picturing the relationship among principal technology leadership, information integrated into instruction, and the quality of school education. 4. Building up the relating models among principal technology leadership, information integrated into instruction, and the quality of school education. 5. Providing, accordingly, references and suggestions for junior high school managers, and any further studies of this domain as well. The methodology of this research is based on a survey, which includes three scales of Technology Leadership of Junior High Principals (Part One), Information Integrated into Instruction in Junior High School (Part Two), and The Educational Quality of Junior High School (Part Three). There are 1255 questionnaires distributed to the educators teaching in 45 public junior high schools in Taiwan, and 1201 of them returned, which is 95.69% at rate. Among those of being returned, 944 are effective questionnaires and 257 are ineffective; the usable rate is 78.60%. The data are analyzed by t test, One Way Anova, Pearson correlation analysis, stepwise multiple regression analysis and Amos structure equation model, and the results are found as listed below: 1. Currently, the technology leadership ability of junior high principals is shown the best at “partner stakeholder identification” mode. 2. In terms of information integrated instruction in junior high, the perception toward “environmental evaluation” is the highest. 3. Of the education quality, “school performance” takes the lead. 4. The understandings of the male teachers toward principal’s technology leadership, information integrated into instruction, and the education quality are better than the female teachers. 5. The perception of junior high teachers toward principal’s technology leadership, information integrated into instruction, and the educational quality tends to be identical at all ages. 6. In spite of different educational backgrounds, most of the teachers show no big problems in understanding the principal’s technology leadership, information integrated into instruction, and the education quality. 7. Despite different seniorities, most of the teachers show converged in understanding the principal’s technology leadership, information integrated into instruction, and the education quality. 8. Teachers at all positions are highly identified with principal’s technology leadership, information integrated into instruction, and the education quality. 9. Teachers in New Taipei City are discovered best aware of principal’s technology leadership, information integrated into instruction, and the education quality. 10. All schools of different histories turn to be identical in knowing principal’s technology leadership, information integrated into instruction, and the educational quality. 11. The stronger the principal’s ability in technology leadership, the better the instruction integrated with information, as well as the education quality of the school. 12. Schools that value information integrated into instruction more, the better they are able to prompt their education quality. 13. Principal’s ability in technology leadership is more predictable than information integrated into instruction and education quality. 14. Education quality can directly affect the principal’s ability in technology leadership and information integrated into instruction. 15. Principal’s technology leadership, when information integrated into instruction is applied, can significantly affect education quality. 16. The connection of how information integrated into instruction inferences education quality is meaningful. 17. The overall model fit measures of the structure equation model, which contains principal’s technology leadership, information integrated into instruction and education quality, reach the criteria. The suggestions derived from this research are: A. Technology leadership in junior high school can be practically applied to: 1. promoting the ability of principal’s technology leadership and the education quality of the school; 2. that the principal should create a platform for chances of observing and learning how instruction can be integrated with information, so as to reinforce the teachers’ ability in information and profession; 3. that the principal’s technology leadership should be shared and profited by all teachers, so that the school performance be valued and the education quality be emphasized; 4. that the results of this research could be used to verify the technology leadership mode in junior high schools. B. Suggestions for educational administration are: 1. A learning system should be constructed for strengthening principal’s profession and theory of technology leadership. 2. Liberal benefits and encouragements should be granted to teachers with administrative works; an impetus should be given to the integration of school information and instruction. 3. Implement the information integrated into instruction policy, and thus to increase teacher’s classroom teaching ability. 4. The educational authority should pay attention on the rural-urban disparity, and find treatments of it. C. Suggestions for further studies: Suggestions about research subjects, variables, instruments, methods, and statistic analysis are submitted.