Modeling technology integration of teachers: the role of school climate and leadership

Download

index.pdf

Date

2020

Author

Yurttav, Hakkı

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

465
views

223
downloads

The purpose of this study is to examine the relationship between school climate, leadership and technology integration of teachers. The variables of the study were classified at three levels as school climate, leadership and technology integration. Within the scope of the study, teacher collaboration, trust in school principal and enabling school structure are the school climate based variables, and technology leadership is the leadership-based variable. The population of the study consists of teachers working in schools affiliated with the General Directorate of Basic Education and General Directorate of Religious Education of the Ministry of Education (MoNE) in Turkey. The sample of the research consists of 13487 participants. To collect data, teacher collaboration subscale of teacher leadership culture scale, trust to administrator subscale of organisational trust of school scale, vision subscale of elementary school principals’ technology leadership role scale, enabling bureaucracy subscale of enabling school structure scale and technology integration scale were used. In analysing the data, descriptive and inferential statistical methods were used. Structural Equation Modelling (SEM) was the main inferential statistical technique used in the study. The results revealed that collaboration among teachers positively affect technology integration of teachers and enable technology to be integrated more intensively into educational practices. Moreover, teachers’ trust in their school principal relates to technology integration. Similarly, there is a strong positive association between technology leadership and technology integration of teachers. Lastly, enabling bureaucracy in schools provided a positive effect to technology integration of teachers via teacher collaboration and trust in school principal variables.

Subject Keywords

School environment., School Climate, Technology Leadership, Teacher Collaboration, Trust in School Principal, Enabling School Structure

URI

http://etd.lib.metu.edu.tr/upload/12625388/index.pdf
https://hdl.handle.net/11511/45637

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Differentiated Function of School in Socio-Culturally Disadvantaged Context: A Constructivist Grounded Theory Study from Turkey Caliskan, Zuhal Zeybekoglu; Simsek, Hasan; Kondakçı, Yaşar (2017-09-01) This study analyses the functioning of a school as a social system in an atypical context with the purpose of generating propositions to tackle educational problems confronted by socially and economically disadvantaged groups attending these schools. Adopting the constructivist grounded theory, the analysis suggests that there is a kind of “vicious cycle” in the functioning of this atypical school, which adversely affects the school system. Breaking the vicious cycle involves five basic propositions: (1) ma...
Investigating elementary students’ motivation towards science learning: a cross age study Güvercin, Özge; Öztekin, Ceren; Department of Educational Sciences (2008) This study investigated the effects of grade level and gender on elementary school students’ motivation towards science learning. This study was carried out during 2007-2008 fall semester at 12 public elementary schools in Yenimahalle districts of Ankara. A total of 2231 students (1121 boys, 1093 girls, 17 did not report their gender) participated in the study. In terms of grade level, 1164 were enrolled in 6th grade level and 1055 in 8th grade (12 did not report their grade level). Data were collected thro...
What Difference does Placement School Make? Contribution of School Characteristics to Professional Growth of Pre-Service Teachers Kasapoğlu, Koray; Yıldırım, Ali (Ani Publishing and Consulting Company, 2018-4-4) This qualitative phenomenological study attempted to gain insight into perceptions of preservice teachers about the characteristics of placement schools in relation to their contributions to their professional growth. Collected through focus-group interviews with four groups, each consisting of six pre-service teachers who were in their last year in the program and had already taken practice courses at a public university in Turkey in the 2012-2013 academic year, qualitative data were then subjected to cont...
Science teachers as ESD educators: an outdoor ESD model for developing systems thinking skills Karaarslan, Güliz; Teksöz, Gaye; Department of Elementary Education (2016) The main purpose of this thesis is to explore how science teachers could become Education for Sustainable Development (ESD) educators. The study was conducted in five stages which are: gap analysis, developing systems thinking skills measurement tools, designing an outdoor ESD course, conducting a pilot study, and conducting the main study. Through gap analysis, systems thinking was found out to be a required competence for science teachers to become ESD educators. In the second stage, twelve systems thinki...
Students nature of science views regarding gender, grade level and learning environment perceptions Ebren Kuyumcu, Ebru; Sungur, Semra; Department of Elementary Science and Mathematics Education (2019) The purpose of this study was to assess middle school students’ Nature of Science (NOS) views in relation to gender, grade level, and learning environment perceptions in science classes. The sample included 608 middle school students (289 boys and 319 girls) from Grade 7 (n = 286) and Grade at (n =322) attending public schools located in Yenimahalle and Sincan districts in Ankara. The Background Characteristics Survey, The Students’ Views of Nature of Science (SVNOS) and “What is Happening in this Class (WI...

Citation Formats

H. Yurttav, “Modeling technology integration of teachers: the role of school climate and leadership,” Thesis (M.S.) -- Graduate School of Social Sciences. Educational Sciences., Middle East Technical University, 2020.