Kepimpinan teknologi pengetua dan pengintegrasian teknologi guru di sekolah menengah kebangsaan di negeri Kedah

Kepimpinan teknologi pengetua dan pengintegrasian teknologi guru di sekolah menengah kebangsaan di negeri Kedah

The Malaysian Education Blueprint (2013-2025) demands that ICT integration in schools be implemented based on the standards proposed by International Society for Technology in Education (ISTE). Previous studies only researched the relationship between Principals’ Technology Leadership (as a whole) a...

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Main Author: Raamani, Thannimalai
Format: Thesis
Language:eng
eng
eng
Published: 2018
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LB1025-1050.75 Teaching (Principles and practice)
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institution Universiti Utara Malaysia
collection UUM ETD
language eng
eng
eng
advisor Raman, Arumugam
topic LB1025-1050.75 Teaching (Principles and practice)
spellingShingle LB1025-1050.75 Teaching (Principles and practice)
Raamani, Thannimalai
Kepimpinan teknologi pengetua dan pengintegrasian teknologi guru di sekolah menengah kebangsaan di negeri Kedah
description The Malaysian Education Blueprint (2013-2025) demands that ICT integration in schools be implemented based on the standards proposed by International Society for Technology in Education (ISTE). Previous studies only researched the relationship between Principals’ Technology Leadership (as a whole) and Teachers’ Technology Integration. Furthermore, almost no studies have been conducted to see the effect of the five ISTE-Standards for Administrators (2014) constructs separately on Teachers’ Technology Integration in classrooms. In addition, Professional Development needs of principals in ICT have not been emphasized in previous studies. This research measures the level, effect and relationship between Principals’ Technology Leadership and Teachers Technology Integration. Besides this, the effect of each construct of ISTE towards Teachers Technology Intergration is also measured. This quantitative research used three standard instruments. The Principals Technology Leadership Assessment based on ISTE-Standards for Administrators (2014) and Survey of Technology Experiences' were used for principals’ while the Learning with ICT instruments: Measuring ICT Use in the Curriculum was used for teachers. In this cross sectional survey, a total of 88 principals and 645 teachers were selected through systematic random sampling from the same national secondary schools in Kedah. Findings showed that Principals’ Technology Leadership and Teachers’ Technology Integration were at high levels. Nevertheless, the relationships of the five constructs of the ISTE-Standards for Administrators (2014), which are Visionary Leadership, Digital Age Learning Culture, Excellence in Professional Practice, Systematic Improvement and Digital Citizenship with Teachers’ Technology Integration were insignificant. Principals’ Professional Development did not have a moderating effect on the relationship between the five constructs of Principals Technology Integration and Teachers’ Technology Integration. This study will contribute to the education system by suggesting that the Ministry of Education designs a standard for education technology so that it can be a reference for technology leaders in schools. This study will contribute to the education system by suggesting that the Ministry of Education designs a standard for education technology so that it can be a reference for technology leaders in schools. Further studies on effective Professional Development for school technology leaders should be carried out. The findings contribute to the development of the Transformational Theory and the Anderson and Dexter’s Model.
format Thesis
qualification_name Ph.D.
qualification_level Doctorate
author Raamani, Thannimalai
author_facet Raamani, Thannimalai
author_sort Raamani, Thannimalai
title Kepimpinan teknologi pengetua dan pengintegrasian teknologi guru di sekolah menengah kebangsaan di negeri Kedah
title_short Kepimpinan teknologi pengetua dan pengintegrasian teknologi guru di sekolah menengah kebangsaan di negeri Kedah
title_full Kepimpinan teknologi pengetua dan pengintegrasian teknologi guru di sekolah menengah kebangsaan di negeri Kedah
title_fullStr Kepimpinan teknologi pengetua dan pengintegrasian teknologi guru di sekolah menengah kebangsaan di negeri Kedah
title_full_unstemmed Kepimpinan teknologi pengetua dan pengintegrasian teknologi guru di sekolah menengah kebangsaan di negeri Kedah
title_sort kepimpinan teknologi pengetua dan pengintegrasian teknologi guru di sekolah menengah kebangsaan di negeri kedah
granting_institution Universiti Utara Malaysia
granting_department Awang Had Salleh Graduate School of Arts & Sciences
publishDate 2018
url https://etd.uum.edu.my/7443/1/Depositpermission_s902222.pdf
https://etd.uum.edu.my/7443/2/s902222_01.pdf
https://etd.uum.edu.my/7443/3/s902222_02.pdf
_version_ 1747828219649720320
spelling my-uum-etd.74432021-08-11T06:35:36Z Kepimpinan teknologi pengetua dan pengintegrasian teknologi guru di sekolah menengah kebangsaan di negeri Kedah 2018 Raamani, Thannimalai Raman, Arumugam Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts and Sciences LB1025-1050.75 Teaching (Principles and practice) The Malaysian Education Blueprint (2013-2025) demands that ICT integration in schools be implemented based on the standards proposed by International Society for Technology in Education (ISTE). Previous studies only researched the relationship between Principals’ Technology Leadership (as a whole) and Teachers’ Technology Integration. Furthermore, almost no studies have been conducted to see the effect of the five ISTE-Standards for Administrators (2014) constructs separately on Teachers’ Technology Integration in classrooms. In addition, Professional Development needs of principals in ICT have not been emphasized in previous studies. This research measures the level, effect and relationship between Principals’ Technology Leadership and Teachers Technology Integration. Besides this, the effect of each construct of ISTE towards Teachers Technology Intergration is also measured. This quantitative research used three standard instruments. The Principals Technology Leadership Assessment based on ISTE-Standards for Administrators (2014) and Survey of Technology Experiences' were used for principals’ while the Learning with ICT instruments: Measuring ICT Use in the Curriculum was used for teachers. In this cross sectional survey, a total of 88 principals and 645 teachers were selected through systematic random sampling from the same national secondary schools in Kedah. Findings showed that Principals’ Technology Leadership and Teachers’ Technology Integration were at high levels. Nevertheless, the relationships of the five constructs of the ISTE-Standards for Administrators (2014), which are Visionary Leadership, Digital Age Learning Culture, Excellence in Professional Practice, Systematic Improvement and Digital Citizenship with Teachers’ Technology Integration were insignificant. Principals’ Professional Development did not have a moderating effect on the relationship between the five constructs of Principals Technology Integration and Teachers’ Technology Integration. This study will contribute to the education system by suggesting that the Ministry of Education designs a standard for education technology so that it can be a reference for technology leaders in schools. This study will contribute to the education system by suggesting that the Ministry of Education designs a standard for education technology so that it can be a reference for technology leaders in schools. Further studies on effective Professional Development for school technology leaders should be carried out. The findings contribute to the development of the Transformational Theory and the Anderson and Dexter’s Model. 2018 Thesis https://etd.uum.edu.my/7443/ https://etd.uum.edu.my/7443/1/Depositpermission_s902222.pdf text eng public https://etd.uum.edu.my/7443/2/s902222_01.pdf text eng public https://etd.uum.edu.my/7443/3/s902222_02.pdf text eng public http://sierra.uum.edu.my/record=b1697829~S1 Ph.D. doctoral Universiti Utara Malaysia Aesaert, K., Van Nijlen, D., Vanderlinde, R., Tondeur, J., Devlieger, I., & van Braak, J. (2015). The contribution of pupil, classroom and school level characteristics to primary school pupils‘ ICT competences: A performance-based approach. Computers & Education, 87, 55–69. Ahmad, A. R., Salleh, M. J., Awang, M. M., & Mohamad, N. A. (2013). 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