Chang, I-Hua.

Abstract：The purpose of this study is to investigate the relationships among principals’ technological leadership, teachers’ technological literacy, and teaching effectiveness. The survey target population consists of 1,000 teachers randomly selected from Taiwanese elementary schools. The survey asked teachers to measure the effectiveness of principals’ technological leadership, teachers’ technological literacy, and teaching effectiveness. Additionally, the data were analyzed using structural equation modeling to test how well the model captured the relationships between these quantities. The results of the common fit indices clearly indicate that the model fits the data quite well. The findings show that principals’ technological leadership improves teachers' technological literacy and directly encourages teachers to integrate technology into their teaching. Furthermore, teachers’ technological literacy directly affects their effectiveness. Principals’ technological leadership also makes teachers more effective. Principals’ technological leadership, as mediated by teachers’ technological literacy, can affect teaching effectiveness. The results suggest that principals, as technology leaders, must develop and implement a vision and technology plan for their schools.

Keywords：Elementary schools, Teaching effectiveness, Technological leadership, Technological literacy

总结：研究的目的是探讨校长的技术领先地位，教师的科技素养和教学效果的关系。本次调查的目标人群包括从台湾小学随机抽取的1000名教师。该调查通过询问来衡量校长的技术领先地位，教师的科技素养和教学效果的有效性。此外，数据采用结构方程模型，来测试模型捕捉这些量之间的关系进行分析。调查结果显示，校长的技术领导地位能提高教师的科技素养，并直接鼓励教师以技术整合到他们的教学。此外，教师的科技素养直接影响其教学有效性。校长技术领先也让教师更有效。随着技术的领导者，校长必须制定和实施学校的愿景和技术方案。

来源：Educational Technology & Society, v15 n2 p328-340 2012. 13 pp