A Study of Taipei County Elementary School Teachers’Perceptions Towards Their Principals’Technology Leadership

• Main Authors: Kao Shang-Lun, 高上倫
• Other Authors: Tseng Jin-Da
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/58965450766356048791

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 95 === A Study of Taipei County Elementary School Teachers’ Perceptions Towards Their Principals’ Technology Leadership Shang-Lun Kao Abstract This study was to explore viewpoints teachers’ Taipei County principals technology leadership connotation, According to a survey of Taipei County principals of primary school teachers perceived technology leadership effectiveness and the importance of the implementation, and compare gap, meanwhile analysis of different background variables nationals principals of primary school teachers perceived technology leadership effectiveness and importance of the differences. Teachers and principals understand the scientific leadership may face difficulties and required further efforts, as president of science and technology to improve quality of leadership. According to the research literature analysis, the preparation of "national perceptions of teachers principals Technology Leadership Questionnaire" Pre-trial questionnaire by the reliability and validity analysis, in Taipei County public elementary school teachers for the establishment of the mother group, stratified random sampling, were taken 64 schools, 854 teachers conducted a questionnaire survey, a total of 618 valid samples were availability rate of 72.37%. The principals in the teacher perceived effectiveness of the implementation of technology leadership and the importance of principals to understand the scientific leadership should be natural and real gap between the natural circumstances, and with an open question. Inquiry teachers perceived technology leadership by principals may face difficulties and required further efforts, information obtained by statistical analysis, agreed to the following conclusions: 1. Implement the principal of an elementary school technology leadership to meet the "vision and management plan", "development and training." "interpersonal communication and legal issues", "integration technology in the curriculum and teaching" "Evaluation and Research" and "practical demonstration with the six levels as indicators 48. 2. Primary school teachers that principals’ effectiveness of the implementation of technology leadership, "integration technology in the curriculum and teaching" good performance level, "Research and evaluation" level will be strengthened. 3, Elementary school teachers to principals technology leadership and the implementation of performance between the perceived importance of a gap there, effectiveness of its implementation is expected to be better teachers, the importance that their natural surface is higher than the natural surface, the principals need to be concerned. 4, Elementary school teachers believe principals important scientific leadership and the effectiveness and implementation of the performance gap was more "technology responsibility, privacy, confidentiality, environmental security, online safety, health considerations and intellectual property rights "and" equipment maintenance and technical support to "two, So principals need to attach importance to science and technology legal issues, research and the use of technology in schools norms, and the implementation of the curriculum to be reminded. We also need to ensure technological equipment maintenance and immediate technical support. 5, Elementary school teachers think that female principals in comparison to male principals to be more emphasis on technology leadership, particularly the "members of the development and training", "integration technology in the curriculum and teaching," "the actual operation and demonstration of" three dimensions; implementation efficiency should improve the "development and training members of the" level of technology leadership. 6, Principals to implement "integrated technology in the curriculum and teaching" level of technology leadership, in addition to concurrently director of the school, Other members can feel the leadership of the principals technology lead. 7. From age 41-50 years old elementary school principals to teachers than the "vision and management plan" and "interpersonal communication and the legal and that the "two levels of technology leadership. 8 For non-IT related Polytechnic's undergraduate curriculum, and the humanities and related departments of education primary school teachers, Principal attention to the "development and training of members of the" level of technology leadership. 9, Elementary school teachers believe principals leadership medium schools, principals technology leadership attention to the "vision and management plan," "Members development and training", "interpersonal communication and legal issues", "Evaluation and Research," four levels. 10, Elementary school teachers that principals may encounter scientific leadership "principals themselves," "schools" and "school external" three of difficulties, especially the "software technology and inadequate funding." If the effective exclusion, principals will be able to enhance the effectiveness of technological leadership. 11, Elementary school teachers believe principal’s technology leading to the "equipment", "participation", "education", "leadership" sustained efforts of four levels, Efforts should be made to improve the equipment level is the "provision of adequate equipment and software," and the level of education "and to provide training and learning opportunities members participate in the school. According to the study conclusions and recommendations for the elementary school principals, executive reference for future research.