Technological self-efficacy among school leaders in Oman: A preliminary study

Al-Harthi, Aisha Salim Ali

doi:10.1080/0309877x.2016.1177168

Cited by 9 publications

(5 citation statements)

References 30 publications

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“…İletişim ve işbirliği ile vizyon ve destek alt boyutlarında 21 yıl ve üzeri kıdemi olan öğretmenlerin puanları, 10 yıl ve altı kıdemi olan öğretmenlerden daha yüksektir. Alan yazın incelendiğinde, bu araştırma sonuçlarına benzer şekilde öğretmenlerin kıdeminin vizyon ve destek boyutu ile ilgili algıda etkili olduğu sonucuna ulaşan araştırmalar (Al-Harthi, 2017;Baş, 2012;Beyaz, 2014;Shin, 2010;Sincar, 2009;Uysal Balaban, 2012) olduğu gibi vizyon ve destek boyutu ile ilgili algıda etkisi olmadığını gösteren araştırmalar da (Gençay ve Balyer, 2019;Irmak, 2015;Moye, 1996;Ölçek, 2014;Teke, 2019;Yu ve Durrington, 2006)…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Fulfilment Levels of School Administrators' Technology Leadership Roles

Kıral

ÖZTABAN

2022

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi

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The research was designed in descriptive screening model to examine school administrators' level of performing technology leadership roles and whether these levels differ according to some demographic variables. The target population of the research is composed of teachers working in primary, secondary and high schools in Efeler district of Aydın province in the 2018-2019 academic year. The study was carried out with 392 teachers. Data was collected by “Personal Information Form” and “School administrators' Technology Leadership Scale”. The analysis of the data was performed with descriptive and evidence-based statistical techniques. Teachers' perceptions of technology leadership were relatively high in all dimensions and in general. Teachers' perceptions of technology leadership do not differ according to gender but there were statistically significant differences in terms of educational status, seniority and school type. In the vision - support dimension and general technology leadership, the scores of associate degree graduates are higher than that of undergraduate and graduate graduates. In the communication-collaboration dimension, the scores of associate degree graduates are higher than that of undergraduate graduates. In the sub-dimensions of vision-support and communication-cooperation, the scores of the teachers with seniority of 21 years and above were relatively higher than the teachers with seniority of 10 years and below. In general technology leadership and in all sub-dimensions, primary school teachers' scores were higher than secondary and high school teachers' scores, and secondary school teachers' scores were relatively higher than high school teachers' scores. Based on these findings, various suggestions were offered to practitioners and researchers to protect and improve the technology leadership behaviors exhibited by school administrators.

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Section: Tartışma Sonuç Ve öNerilerunclassified

Fulfilment Levels of School Administrators' Technology Leadership Roles

Kıral

ÖZTABAN

2022

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi

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“…When these competence areas are analysed, school administrators should be able to acquire the skills in these competence areas in order to achieve digital transformation. According to Al-Harthi (2017), technological equipment and having digital competencies are among the most important competencies expected from school administrators.…”

Section: Society 50 and Digital Transformation In The Management Of E...mentioning

confidence: 99%

Society 5.0 in Human Technology Integration: Digital Transformation in Educational Organizations

Yaraş,

Kanatlı Öztürk

2022

IJPE

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In the conducted study, it was aimed to determine the impacts of Society 5.0 on digital transformation in organizations in human technology integration. For this purpose, answers were sought to the questions of changing positions of people in line with changing business conditions, functions of people in the digital world, changing roles of management and managers, expectations of society from managers, how to establish a balance in organizations in the process of technological integration and change. In this research, which was structured in the "phenomenology" pattern within the framework of basic qualitative research, the study group was determined by using the "convenience sampling" method. In this context, the study group of the research consisted of 50 undergraduate students studying at Hatay Mustafa Kemal University, Faculty of Education. As a data collection tool, a semistructured interview form consisting of five questions was used by the researchers. The data obtained were analysed using the "inductive thematic analysis" method utilize in the analysis of qualitative research. In line with the findings; ıt is among the results that technology affects people's positions at work, advanced technology products limit people's functions in society, Society 5.0 creates a need for transformation in the roles of managers, social expectations from managers change in the process of Society 5.0, and organizational balance is crucial for the digital transformation process.

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“…In order to examine and improve the confidence library workers have in their technological capabilities, we can inquire about their technological self-efficacy. Researchers have measured technological self-efficacy in diverse fields, including nursing (Roney et al, 2017), telecommunication (McDonald & Siegall, 1992) and education (Al-Harthi, 2017;Doğru, 2014;Joo et al 2000). Some research investigates self-efficacy in LIS students (Malliari et al, 2012), but the focus is on methods for IT training.…”

Section: Situating Technological Self-efficacymentioning

confidence: 99%

Crowing About Confidence: Technological Self-Efficacy in Academic Libraries

Chalifour

Cmor

2020

Partnership

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Technological change is a constant in academic libraries and how we assess our ability to learn and use new technologies affects the services that we are able to provide. This article offers an introduction to the concept of technological self-efficacy and its potential relevance to library workers. It also provides a domain-specific measurement tool and ideas on how to build technological self-efficacy in library staff. We also talk about crows, because…the crow knows!

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Technological self-efficacy among school leaders in Oman: A preliminary study

Cited by 9 publications

References 30 publications

Fulfilment Levels of School Administrators' Technology Leadership Roles

Fulfilment Levels of School Administrators' Technology Leadership Roles

Society 5.0 in Human Technology Integration: Digital Transformation in Educational Organizations

Crowing About Confidence: Technological Self-Efficacy in Academic Libraries

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