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高中職教師知覺科技領導、組織氣氛 對學校效能關係之研究

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表 4- 43 是否擔任行政職務在學校效能各構面獨立樣本 T 檢定統計摘要表  ......................................................................................................
表 2 -1  科技領導的定義(續) 徐潔如  2005  領導者具備科技素養、整合資源的能力,運用領導技巧,協助教師與學校行政人員適切應用科技於教學實踐和行政作為上,並能塑造一個共享、支 持的學校情境,以促使教學和行政的成效達到最大化。  吳清山、林天祐  2006  科技領導係指領導者能夠善用領導技巧,使所屬成員能夠運用科技,致力 於組織目標的達成。  吳聖威  2006  科技領導係指領導者結合新穎與新興的科技和必要的領導技巧,提供優質的軟硬體設施,營造有利科技應用的文化與環境,透過組織全員資訊科技
表 2-2  背景變項與學校科技領導的相關研究(續)  研究者  主題  研究結果  蔡珮夙 (2008)  國小學校科技領導與學校知識管理之研究  國民小學學校科技領導的部分層面會因教師教育背景、年資、資訊設備、  專科教室網路連線變項之不同,而有顯著差異;非資訊相關科系畢業的教師在知覺「行政管理」層面、「成員專業發展層面」上高於資訊相關科系畢業的教師;資深教師在知覺「科技願景與目標層面」、「行政管理層面」、「成員專業發展層面」、「整體學校科技領導」上高於資淺教師;教室資訊設 備較佳的教師對於「科技願景與
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