An Examination of School Administrators’ Technology Leadership Self-Efficacy / Ispitivanje samoučinkovitosti ravnatelja u upravljanju tehnologijom
Abstract
Abstract
The purpose of this study is to determine school administrators’ technology leadership self-efficacy levels and to examine whether school administrators’ technology leadership self-efficacy levels differed in terms of school level, professional seniority and participation in IT in-service programs. The survey method design was employed for the study. The sample consisted of 320 school administrators from different educational institutions from a city in Turkey. The Technology Leadership Self-Efficacy Scale which was adapted for the Turkish culture by Hacıfazlıoğlu, Karadeniz and Dalgıç (2011) was used as a data gathering tool. The original form of the scale was developed based on the standards of the International Society for Technology in Education (ISTE). One Way ANOVA and independent samples t-test were used as statistical methods. The analyses showed that school administrators’ technology leadership self-efficacy and sub dimensions of this self-efficacy were found to be high. The results also showed that there were significant differences in the scores of technology leadership self-efficacy and its sub dimensions according to professional seniority, participation in IT in-service programs. However, the results revealed that there was no significant difference in the technology leadership self-efficacy levels in terms of school level.
Key words: school administrator; self-efficacy; technology leadership; technology integration.
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Sažetak
Svrha ovoga istraživanja bila je odrediti razinu samoučinkovitosti ravnatelja škola u upravljanju tehnologijom s obzirom na razinu škole, radni staž i sudjelovanje u programu stručnog usavršavanja u području informacijske tehnologije (IT). U istraživanju smo primijenili metodu anketiranja. Uzorak se sastojao od 320 ravnatelja škola iz različitih obrazovnih institucija u turskim gradovima. Hacıfazlıoğlu, Karadeniz i Dalgıç (2011) prilagodili su Skalu samoučinkovitosti u upravljanju tehnologijom za tursko okruženje te je korištena kao alat za dobivanje podataka. Izvorni oblik skale razvijen je na osnovi standarda Međunarodnog društva za tehnologiju u obrazovanju (ISTE). Jednosmjerna ANOVA analiza i neovisni t-test korišteni su kao statističke metode. Analize su pokazale da su samoučinkovitost ravnatelja u upravljanju tehnologijom i poddimenzije te samoučinkovitosti prilično visoke. Rezultati su također pokazali da postoje značajne razlike u uspjehu samoučinkovitosti u upravljanju tehnologijom i njezinim poddimenzijama s obzirom na radno iskustvo i sudjelovanje u IT programima stručnoga usavršavanja. Međutim, rezultati su pokazali da ne postoji značajna razlika u razinama samoučinkovitosti u upravljanju tehnologijom s obzirom na razinu škole.
Ključne riječi: ravnatelj; samoučinkovitost; tehnološko rukovođenje; tehnološka integracija
The purpose of this study is to determine school administrators’ technology leadership self-efficacy levels and to examine whether school administrators’ technology leadership self-efficacy levels differed in terms of school level, professional seniority and participation in IT in-service programs. The survey method design was employed for the study. The sample consisted of 320 school administrators from different educational institutions from a city in Turkey. The Technology Leadership Self-Efficacy Scale which was adapted for the Turkish culture by Hacıfazlıoğlu, Karadeniz and Dalgıç (2011) was used as a data gathering tool. The original form of the scale was developed based on the standards of the International Society for Technology in Education (ISTE). One Way ANOVA and independent samples t-test were used as statistical methods. The analyses showed that school administrators’ technology leadership self-efficacy and sub dimensions of this self-efficacy were found to be high. The results also showed that there were significant differences in the scores of technology leadership self-efficacy and its sub dimensions according to professional seniority, participation in IT in-service programs. However, the results revealed that there was no significant difference in the technology leadership self-efficacy levels in terms of school level.
Key words: school administrator; self-efficacy; technology leadership; technology integration.
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Sažetak
Svrha ovoga istraživanja bila je odrediti razinu samoučinkovitosti ravnatelja škola u upravljanju tehnologijom s obzirom na razinu škole, radni staž i sudjelovanje u programu stručnog usavršavanja u području informacijske tehnologije (IT). U istraživanju smo primijenili metodu anketiranja. Uzorak se sastojao od 320 ravnatelja škola iz različitih obrazovnih institucija u turskim gradovima. Hacıfazlıoğlu, Karadeniz i Dalgıç (2011) prilagodili su Skalu samoučinkovitosti u upravljanju tehnologijom za tursko okruženje te je korištena kao alat za dobivanje podataka. Izvorni oblik skale razvijen je na osnovi standarda Međunarodnog društva za tehnologiju u obrazovanju (ISTE). Jednosmjerna ANOVA analiza i neovisni t-test korišteni su kao statističke metode. Analize su pokazale da su samoučinkovitost ravnatelja u upravljanju tehnologijom i poddimenzije te samoučinkovitosti prilično visoke. Rezultati su također pokazali da postoje značajne razlike u uspjehu samoučinkovitosti u upravljanju tehnologijom i njezinim poddimenzijama s obzirom na radno iskustvo i sudjelovanje u IT programima stručnoga usavršavanja. Međutim, rezultati su pokazali da ne postoji značajna razlika u razinama samoučinkovitosti u upravljanju tehnologijom s obzirom na razinu škole.
Ključne riječi: ravnatelj; samoučinkovitost; tehnološko rukovođenje; tehnološka integracija
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PDFDOI: https://doi.org/10.15516/cje.v17i1.968
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