Impact of Principals' Informatization Leadership Practices to Advancement in a China Vocational School
DOI:
https://doi.org/10.54097/3qdznk02Keywords:
Principal Informatization, Leadership, School DevelopmentAbstract
This study aims to explore teachers’ evaluations of principals’ information leadership and the relationship between evaluation factors. Through questionnaires and face-to-face interviews with teacher respondents, their views and opinions on principals’ information-based leadership practices were collected. First, principals’ information leadership practices were assessed through the International Society for Technology in Education (ISTE) Standards for Educational Leaders, including Equity and Citizenship Advocate, Visionary Planner, Empowering Leader, Systems Designer, and Connected Learning or other aspects. Secondly, statistical analysis methods were used to compare whether there were significant differences in the average scores of different teacher respondents' evaluation of principals' information leadership, and to explore the relationship between evaluation factors. The results show that there are certain differences in teachers' evaluations of principals' information leadership, with factors such as leadership style and vision, IT investment and resource allocation, IT governance practices and policies receiving focus. In addition, the study found that there is a certain correlation between teachers' evaluation of their supervisor's information leadership practices and influencing factors. Finally, based on the research results, recommendations for management development plans are put forward to further improve the school's informatization level and leadership. This study can provide useful reference for school administrators and promote the development and practice of information leadership.
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