The role of leadership in developing a climate of technology integration in public schools
Teaching and Teacher Education, ISSN: 0742-051X, Vol: 132, Page: 104234
2023
- 8Citations
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Article Description
This study tested the predictive roles of distal (leadership, training on ICT, trust, and enabling structure) and proximal variables (self-efficacy, attitudes toward technology integration, and perceived norm) in teachers' technology integration behaviors by utilizing an extended version of the Integrated Model for Behavior Prediction. The data was collected from 11,245 primary, middle, and secondary level public school teachers in Turkey. Structural equation modeling results suggest that although leadership is positioned at a distal end of the model with no direct link with technology integration, it plays an essential role through its orchestrating role in creating a conducive climate.
Bibliographic Details
http://www.sciencedirect.com/science/article/pii/S0742051X23002226; http://dx.doi.org/10.1016/j.tate.2023.104234; http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85163824289&origin=inward; https://linkinghub.elsevier.com/retrieve/pii/S0742051X23002226; https://dx.doi.org/10.1016/j.tate.2023.104234
Elsevier BV
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