How Does Principal E-Leadership Affect ICT Transformation across Different School Stages in K-12 Education: Perspectives from Teachers in Shanghai

Autor/inn/en	Wu, Bian; Yu, Xiaoxue; Hu, Yiling
Titel	How Does Principal E-Leadership Affect ICT Transformation across Different School Stages in K-12 Education: Perspectives from Teachers in Shanghai
Quelle	In: British Journal of Educational Technology, 50 (2019) 3, S.1210-1225 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12766
Schlagwörter	Instructional Leadership; Information Technology; Elementary Secondary Education; Teacher Attitudes; Elementary School Teachers; Middle School Teachers; High School Teachers; Foreign Countries; Educational Change; Correlation; Principals; Educational Policy; Teaching Methods; Learning Processes; Electronic Learning; Administrator Role; Sociocultural Patterns; Risk; College Admission; Technology Integration; China (Shanghai) + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Informationstechnologie; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Ausland; Bildungsreform; Korrelation; Principal; Schulleiter; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Soziokulturelle Theorie; Risiko; Hochschulzugang; Hochschulzulassung; Zulassung
Abstract	With the continuous deployment of ICT in K-12 education, strong access but weak uptake has become the greatest challenge for ICT implementation in schools. As the pioneer of China's K-12 educational reform, Shanghai draws our attention in terms of the critical factors and the underlying mechanism of ICT transformation in K-12 schools. The study used questionnaire survey data collected from 2894 Shanghai teachers (971 primary, 990 middle and 933 high school teachers) to investigate the relationships between government ICT policy, school principal e-leadership, ICT implementation in schools, teacher attitudes towards ICT and pedagogical change and changes in student learning. The structural equation modelling results revealed a significant influence of e-leadership by school principals on ICT transformation in schools, confirming the critical role of e-leadership in ICT transformation model. In addition, the higher the school stage, the more personal rather than organisational factors affected the changes in teaching and learning. The findings imply a profound sociocultural and technological dilemma due to the pressure of getting into college and risk-taking in ICT-related educational transformation. The study contributes to our knowledge in terms of a more nuanced ICT transformation mechanism between school stages. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01