中层领导者能力对马来西亚TS25学校教师技术接受度的影响
Jeunhan Yip1, Kenny S L Cheah1, Wen Fen Beh2
1Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia.
PloS one
|September 19, 2025
概括
中级领导者的能力显著提高了教师在马来西亚小学接受技术的程度. 批判性思维技能是领导者的关键,增强技术采用和教育改革.
科学领域:
- 教育技术的教育技术
- 领导力研究 领导力研究
- 教育心理学教育心理学
背景情况:
- 技术在教育中的整合对于21世纪的学习至关重要.
- 了解影响教师接受技术的因素对于成功实施至关重要.
- 马来西亚的TS25倡议旨在通过学校转型来加强小学教育.
研究的目的:
- 调查中层领导者能力对马来西亚TS25小学教师技术接受的影响.
- 检查教育4.0中级领导者能力模型 (MLCMEdu4.0) 和教师技术接受模型 (TTAM) 的综合框架.
主要方法:
- 采用了一个横截面调查设计.
- 在吉隆坡的TS25小学收集了302名教师的数据.
- 结构方程建模 (SEM) 用于数据分析.
主要成果:
- 中级领导者的能力对教师的技术接受有显著的积极影响 (β = 0.599,p < .001),解释了36%的差异 (R2 = .36).
- 批判性思维成为教育4.0中最具影响力的中层领导能力,其次是创业技能和协作.
- 感知到的易用性,感知到的有用性和便利条件是教师接受技术的主要驱动因素.
结论:
- 中级领导者在促进教师接受技术方面发挥着关键作用,特别是在马来西亚的教育改革努力中.
- 需要针对中层领导人进行有针对性的专业发展,并明确角色定义,以最大限度地提高他们对技术采用的影响.
- 进一步的研究应该在不同的教育环境中探索这些关系,并利用纵向设计来评估长期影响.
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