評量校長有效能的科技領導向度：結構方程模式的應用

Assessing the Dimensions of Principals' Effective Technology Leadership: An Application of Structural Equation Modeling

本研究之目的在於透過中小學教職員的知覺，指出公立學校校長有效能的科技領導向度。此研究說明三個議題：（1）有效能的科技領導向度為何？（2）人際關係與溝通技巧是否為校長有效能的科技領導之重要前提？（3）教職員所知覺到得科技領導是否會因他（她）們的人口變項而有所不同？本研究的樣本取自於美國中西部一個中型學區的3所高中、3所國中以及18所小學。教職員根據校長在學校中執行科技使用的角色，測量校長的科技領導向度。本研究發現，四個向度能定義出校長有效能的科技領導，分別是：（1）願景、計畫與管理；（2）人員發展與訓練；（3）科技與基本設施的支援；以及（4）評量與研究。

The purpose of this study is to identify， through the perceptions of teachers and staff members， the dimensions of effective technology leadership demonstrated by public school principals. This study addresses three salient issues: first， what are the dimensions of effective technology leadership perceived to be， second， whether the dimensions perceived to be important to effectiveness are common across individuals， such as teachers and staff members， and third， whether the interpersonal and communication skills are important antecedents to principals’ effective technology leadership. The intent of this study is to develop a single level assessment of technology leadership focusing on K-12 principals. Therefore， a single level analytical Method， structural equation modeling(SEM)， is used to examine the data. This study included three high schools， three junior high schools， three middle schools and eighteen elementary schools in a mid-size public school district in the mid-west of the US. Teachers and staff members were asked to measure the dimensions of technology leadership that are related to their principal’s role in facilitating technology use in their schools. The validity of the measurement model of technology leadership and the final structural equation model were tested through confirmatory factor analysis(CFA) and examined with Mplus version 2.10 using a maximum likelihood fitting function under normality assumptions. The results suggested that the observed data and the proposed model fit these data quite well. That is， the four dimensions defined effective technology leadership well. In other words， vision， planning and management， stall development and training， technology and infrastructure support， and evaluation， research， and assessment are the four dimensions of behaviors that explain the effective technology leadership of principals.