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    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/15417
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    Title: 校長科技領導層面與實施現況之研究
    Other Titles: The Study of the Dimensions and Implementation of the Elementary School Principals’ Technology Leadership
    Authors: 秦夢群;張奕華
    Keywords: 科技領導 ; 領導學院 ; 資訊科技;Technology leadership ; Leadership academy ; Information technology
    Date: 2006-03
    Issue Date: 2008-12-17 10:20:32 (UTC+8)
    Abstract: 伴隨近年來校長領導角色的改變,科技在學校的應用成為校長領導不可忽視的議題。為了提升行政與教學的效能,校長應積極扮演科技領導者的角色。本研究旨在檢測校長科技領導之相關層面以及調查台灣台中市國小教師對於校長科技領導現況的知覺。本研究採用結構方程模式,檢測科技領導的五項層面,包括:(1)評鑑與研究;(2)願景、計畫與管理;(3)人際關係與溝通技巧;(4)科技與基本設施支持以及(5)成員發展與訓練。亦透過問卷調查和校長訪談,以瞭解教師對校長科技領導的知覺和實施科技領導所面臨的問題。本研究結果發現,目前台中市國小校長科技領導的現況大致良好,而上述五項層面可提供校長在科技領導上的參考。 The principals’ role as an educational leader has changed dramatically, while principals have quickly become leaders who promote and support new educational technologies. The intent of this study is to measure the dimensions and implementation of the principals’ technology leadership in Taiwan. The SEM was employed for measurement of the five dimensions including: 1) evaluation and research; 2) vision, planning, and management; 3) interpersonal and communication skills; 4) technology and infrastructure; and 5) staff development and training. As shown in this study, the five dimensions of technology leadership provide possible alternatives to assist principals in developing the knowledge and skills necessary to use technology and enhance their effectiveness as leaders in their schools.
    伴隨近年來校長領導角色的改變,科技在學校的應用成為校長領導不可忽視的議題。為了提升行政與教學的效能,校長應積極扮演科技領導者的角色。本研究旨在檢測校長科技領導之相關層面,以及調查臺灣臺中市國小教師對於校長科技領導現況的知覺。本研究採用結構方程模式,檢測科技領導的五項層面,包括:(1)評鑑與研究;(2)願景、計畫與管理;(3)人際關係與溝通技巧;(4)科技與基本設施支持;以及(5)成員發展與訓練。亦透過問卷調查和校長訪談,以了解教師對校長科技領導的知覺和實施科技領導所面臨的問題。本研究結果發現,目前臺中市國小校長科技領導的現況大致良好,而上述五項層面可提供校長在科技領導上的參考。 The principals' role as an educational leader has changed dramatically, while principals have quickly become leaders who promote and support new educational technologies. The intent of this study is to measure the dimensions and implementation of the principals' technology leadership in Taiwan. The SEM was employed for measurement of the five dimensions including: (1) evaluation and research; (2) vision, planning, and management; (3) interpersonal and communication skills; (4) technology and infrastructure; and (5) staff development and training. As shown in this study, the five dimensions of technology leadership provide possible alternatives to assist principals in developing the knowledge and skills necessary to use technology and enhance their effectiveness as leaders in their schools.
    Relation: 教育與心理研究 29(1),1-27
    Data Type: article
    Appears in Collections:[教育學系] 期刊論文
    [教育與心理研究 TSSCI] 期刊論文

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