学校领导者技术压力现状及其影响因素
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摘要
随着新技术应用的不断扩大,技术压力及其带来的影响,已引起研究者们的广泛关注。在教育领域,有关技术压力的已有研究主要聚焦在教师层面,缺乏对学校领导层技术压力水平、差异及现状的关注。学校领导者作为学校的中上层骨干力量,对学校信息化相关政策的制定和实施以及学校教育信息化的整体发展有着举足轻重的作用。基于国内外已有的调查统计,课题组从技术压力、自我效能感、社会支持、信息化领导力四个方面,对205位学校领导者进行了问卷调查,对9位学校领导者进行了非结构访谈。数据分析结果表明:学校领导者技术压力水平整体不高,居中等偏下水平;技术压力在性别、职务和学校地区等层面存在显著差异,男性领导者的技术压力显著高于女性,校长的技术压力明显高于其他管理人员,乡村学校领导者的技术压力明显高于城市学校。由于学校领导者技术压力受到自我效能感的反向影响显著,而信息化领导力和社会支持程度又直接影响着自我效能感,因此学校可以通过加强学校领导者对新技术的学习与应用、提升他们的自我效能感、发动社会支持力量等,帮助学校领导者和教师将技术压力转化为教学动力。
With the continuous expansion of new technology applications, the technostress and its impact have attracted wide attention of researchers. In the field of education, existing research on technostress has focused on the level of teachers and lacks attention to the condition, differences, and influencing factors of school leaders' technostress. As the backbone of the school's middle and upper classes, school leaders play an important role in the formulation and implementation of school informatization policies and the overall development of school education informatization. Based on the previous survey at home and abroad, the research team conducted a questionnaire survey on 205 school leaders from four aspects: technostress, self-efficacy, social support, and information leadership. Besides, non-structured interviews with nine school leaders were conducted. Data analysis results were as follows. The level of technostress of school leaders was below the average level. There were significant differences in genders, jobs and school districts on the technostress of school leaders. The technostress of male leaders were significantly higher than female leaders. The technostress of principals were significantly higher than directors. The technostress of village school leaders were significantly higher than urban school leaders. The technostress of school leaders was negatively affected by self-efficacy, while school leaders' information leadership and social support directly affected self-efficacy. As a result, school could help school leaders and teachers turn technostress into teaching motivation through strengthening school leaders' learning and application of new technologies, enhancing their sense of self-efficacy, and mobilizing social support and etc.
With the continuous expansion of new technology applications, the technostress and its impact have attracted wide attention of researchers. In the field of education, existing research on technostress has focused on the level of teachers and lacks attention to the condition, differences, and influencing factors of school leaders' technostress. As the backbone of the school's middle and upper classes, school leaders play an important role in the formulation and implementation of school informatization policies and the overall development of school education informatization. Based on the previous survey at home and abroad, the research team conducted a questionnaire survey on 205 school leaders from four aspects: technostress, self-efficacy, social support, and information leadership. Besides, non-structured interviews with nine school leaders were conducted. Data analysis results were as follows. The level of technostress of school leaders was below the average level. There were significant differences in genders, jobs and school districts on the technostress of school leaders. The technostress of male leaders were significantly higher than female leaders. The technostress of principals were significantly higher than directors. The technostress of village school leaders were significantly higher than urban school leaders. The technostress of school leaders was negatively affected by self-efficacy, while school leaders' information leadership and social support directly affected self-efficacy. As a result, school could help school leaders and teachers turn technostress into teaching motivation through strengthening school leaders' learning and application of new technologies, enhancing their sense of self-efficacy, and mobilizing social support and etc.
引文
[1]杜华(2013).教师信息技术压力量表的设计[J].中国教育技术装备,(3):52-54.
[2]冯晓敏(2016).中小学领导体制:变迁反思与新路径选择[J].教育理论与实践,36(1):25-28.
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[5]舒琴,王刊良,屠强(2010).计算机技术压力影响角色压力的实证研究--基于组织支持理论视角[J].情报杂志,29(4):62-67.
[6]田艳明(2017).中学教师技术压力水平及其影响因素研究[D].武汉:华中师范大学.
[7]文军,顾楚丹(2017).基础教育资源分配的城乡差异及其社会后果--基于中国教育统计数据的分析[J].华东师范大学学报(教育科学版),35(2):33-42,117.
[8]张阔,张养力(2018).中小学信息化主管胜任特征模型构建研究[J].电化教育研究,39(6):121-128.
[9]张亚星,梁文艳(2017).北京市义务教育阶段教师教学能力城乡差异研究--兼论城乡义务教育一体化进程中农村教师专业发展的对策[J].教育科学研究,(6):41-49.
[10]赵磊(2012).国外技术压力研究的梳理与前瞻[J].自然辩证法研究,(3):26-31.
[11]赵燕,张翔(2012).中小学校长工作压力,社会支持,应对方式与心理健康的关系[J].中国特殊教育,(5):70-74.
[13]Al-Fudail,M.,&Mellar,H.(2008).Investigating Teacher Stress When Using Technology[J].Computers and Education,51(3):1103-1110.
[14]Beausaert,S.,Froehlich,D.E.,&Devos,C.et al.(2016).Effects of Support on Stress and Burnout in School Principals[J].Educational Research,58(4):347-365.
[15]Brod,C.(1984).Technostress:The Human Cost of the Computer Revolution[M].Addison Wesley Publishing Company.
[16]Browne,M.W.,&Cudeck,R.(1993).Alternative Ways of Assessing Model Fit[J].Testing Structural Equation Models,21(2):230-258.
[17]Cubitt,S.,&Burt,C.(2002).Leadership Style,Loneliness and Occupational Stress in New Zealand Primary School Principals[J].New Zealand Journal of Educational Studies,37(2):159-169.
[18]?oklar,A.N.,Efilti,E.,&Sahin,L.(2017).Defining Teachers’Technostress Levels:A Scale Development[J].Online Submission,8(21):28-41.
[19]DeChenne,S.E.,Koziol,N.,&Needham,M.et al.(2015).Modeling Sources of Teaching Self-Efficacy for Science,Technology,Engineering,and Mathematics Graduate Teaching Assistants[J].CBE-Life Sciences Education,14(3):ar32.
[20]Joo,Y.J.,Lim,K.Y.,&Kim,N.H.(2016).The Effects of Secondary Teachers’Technostress on the Intention to Use Technology in South Korea[J].Computers&Education,95:114-122.
[21]Kupersmith,J.(1992).Technostress and the Reference Librarian[J].Reference Services Review,20(2):7-50.
[22]Longman,S.M.D.(2013).A Comparison of the Perceptions of Technostress Experienced by Teachers Versus Technology Used by Teachers in Elementary Education in a Southeastern School District[M].Southeastern Louisiana University.
[23]Mitani,H.(2018).Principals’Working Conditions,Job Stress,and Turnover Behaviors Under NCLB Accountability Pressure[J].Educational Administration Quarterly,54(5):822-862.
[24]Morris,D.B.,Usher,E.L.,&Chen,J.A.(2017).Reconceptualizing the Sources of Teaching Self-Efficacy:ACritical Review of Emerging Literature[J].Educational Psychology Review,29(4):795-833.
[25]Shu,Q.,Tu,Q.,&Wang,K.(2011).The Impact of Computer Self-Efficacy and Technology Dependence on Computer-Related Technostress:A Social Cognitive Theory Perspective[J].International Journal of Human-Computer Interaction,27(10):923-939.
[26]Smith,C.S.,&Hung,L.C.(2016).Using Problem-Based Learning to Increase Computer Self-Efficacy in Taiwanese Students[J].Interactive Learning Environments,25:1-14.
[27]Weil,M.M.,&Rosen,L.D.(1997).Technostress:Coping with Technology@Work@Home@Play[M].New York:Wiley.
[2]冯晓敏(2016).中小学领导体制:变迁反思与新路径选择[J].教育理论与实践,36(1):25-28.
[3]教育部办公厅(2018).教育部办公厅关于印发《2018年教育信息化和网络安全工作要点》的通知[EB/OL].[2018-12-05].http://www.moe.gov.cn/srcsite/A16/s3342/201803/t20180313_329823.html.
[4]教育部教师工作司(2014).教育部关于印发《中小学校长信息化领导力标准(试行)》的通知[EB/OL].[2018-12-05].http://www.dyjy.gov.cn/images/uploadfiles/201501/20150128134824_5332.pdf.
[5]舒琴,王刊良,屠强(2010).计算机技术压力影响角色压力的实证研究--基于组织支持理论视角[J].情报杂志,29(4):62-67.
[6]田艳明(2017).中学教师技术压力水平及其影响因素研究[D].武汉:华中师范大学.
[7]文军,顾楚丹(2017).基础教育资源分配的城乡差异及其社会后果--基于中国教育统计数据的分析[J].华东师范大学学报(教育科学版),35(2):33-42,117.
[8]张阔,张养力(2018).中小学信息化主管胜任特征模型构建研究[J].电化教育研究,39(6):121-128.
[9]张亚星,梁文艳(2017).北京市义务教育阶段教师教学能力城乡差异研究--兼论城乡义务教育一体化进程中农村教师专业发展的对策[J].教育科学研究,(6):41-49.
[10]赵磊(2012).国外技术压力研究的梳理与前瞻[J].自然辩证法研究,(3):26-31.
[11]赵燕,张翔(2012).中小学校长工作压力,社会支持,应对方式与心理健康的关系[J].中国特殊教育,(5):70-74.
[13]Al-Fudail,M.,&Mellar,H.(2008).Investigating Teacher Stress When Using Technology[J].Computers and Education,51(3):1103-1110.
[14]Beausaert,S.,Froehlich,D.E.,&Devos,C.et al.(2016).Effects of Support on Stress and Burnout in School Principals[J].Educational Research,58(4):347-365.
[15]Brod,C.(1984).Technostress:The Human Cost of the Computer Revolution[M].Addison Wesley Publishing Company.
[16]Browne,M.W.,&Cudeck,R.(1993).Alternative Ways of Assessing Model Fit[J].Testing Structural Equation Models,21(2):230-258.
[17]Cubitt,S.,&Burt,C.(2002).Leadership Style,Loneliness and Occupational Stress in New Zealand Primary School Principals[J].New Zealand Journal of Educational Studies,37(2):159-169.
[18]?oklar,A.N.,Efilti,E.,&Sahin,L.(2017).Defining Teachers’Technostress Levels:A Scale Development[J].Online Submission,8(21):28-41.
[19]DeChenne,S.E.,Koziol,N.,&Needham,M.et al.(2015).Modeling Sources of Teaching Self-Efficacy for Science,Technology,Engineering,and Mathematics Graduate Teaching Assistants[J].CBE-Life Sciences Education,14(3):ar32.
[20]Joo,Y.J.,Lim,K.Y.,&Kim,N.H.(2016).The Effects of Secondary Teachers’Technostress on the Intention to Use Technology in South Korea[J].Computers&Education,95:114-122.
[21]Kupersmith,J.(1992).Technostress and the Reference Librarian[J].Reference Services Review,20(2):7-50.
[22]Longman,S.M.D.(2013).A Comparison of the Perceptions of Technostress Experienced by Teachers Versus Technology Used by Teachers in Elementary Education in a Southeastern School District[M].Southeastern Louisiana University.
[23]Mitani,H.(2018).Principals’Working Conditions,Job Stress,and Turnover Behaviors Under NCLB Accountability Pressure[J].Educational Administration Quarterly,54(5):822-862.
[24]Morris,D.B.,Usher,E.L.,&Chen,J.A.(2017).Reconceptualizing the Sources of Teaching Self-Efficacy:ACritical Review of Emerging Literature[J].Educational Psychology Review,29(4):795-833.
[25]Shu,Q.,Tu,Q.,&Wang,K.(2011).The Impact of Computer Self-Efficacy and Technology Dependence on Computer-Related Technostress:A Social Cognitive Theory Perspective[J].International Journal of Human-Computer Interaction,27(10):923-939.
[26]Smith,C.S.,&Hung,L.C.(2016).Using Problem-Based Learning to Increase Computer Self-Efficacy in Taiwanese Students[J].Interactive Learning Environments,25:1-14.
[27]Weil,M.M.,&Rosen,L.D.(1997).Technostress:Coping with Technology@Work@Home@Play[M].New York:Wiley.