:::

詳目顯示

回上一頁
題名:國民小學校長數位科技領導與學校效能關係之研究-以學校競爭優勢與教師組織承諾為中介變項
作者:李昆憲
作者(外文):LI, KUN-HSIEN
校院名稱:國立高雄師範大學
系所名稱:工業科技教育學系
指導教授:羅希哲
學位類別:博士
出版日期:2022
主題關鍵詞:校長數位科技領導教師組織承諾學校競爭優勢學校效能Digital Technology Leadership of Elementary School PrincipalsTeachers’ Organizational CommitmentSchools’ Competitive AdvantagesSchool Effectiveness
原始連結:連回原系統網址new window
相關次數:
  • 歷年統計:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:22
數位科技大幅突破與進展,整體環境面對之衝擊亦越形複雜,在2021年全球面臨COVID-19的大規模肆虐,甚而停課,嚴重衝擊教育系系統。也揭示數位科技已是國際也是整體時代潮流無法逃避之趨勢,學校已非過去封閉封閉的系統,必須順應時代的潮流,校長是一校的領導者,如何透過數位科技領導來提升學校競爭優勢,並凝聚教師組織承諾,進而促進學校效能以因應如洪水潮流般的教育變革思維,是當今校長在推動校務的重要課題。本研究旨在探討高雄市國民小學校長數位科技領導、教師組織承諾、學校競爭優勢與學校效能的現況,並進行背景變項在各研究變項之差異分析,其次瞭解各研究變項的相關情形,最後針對SEM結構方程模型進行適配度檢驗、中介效果分析及序列中介、調節中介分析。
本研究以高雄市國民小學正式教師為研究對象,採結構式問卷調查法,以自行編製「高雄市國民小學校長數位科技領導、教師組織承諾、學校競爭優勢、學校效能關係研究調查問卷」進行調查,以高雄市242所公立國民小學400位國小教師為樣本,蒐集問卷資料以描述性統計、t-test考驗、單因子變異數分析、Scheffé事後比較法、Pearson積差相關、SEM結構方程模式與Process等統計方法,進行資料分析與討論,驗證各項研究假設。
本研究結果發現國民小學教師知覺校長數位科技領導、教師組織承諾、學校競爭優勢、學校效能都具顯著相關;整個結構方程模型適配度良好,校長科技領導透過教師組織承諾、學校競爭優勢的中介效果,促進學校效能有顯著正向的影響。最後,依據上述研究結果,提出具體建議供教育行政機關、學校及後續研究者之參考。
Significant breakthroughs and advances in digital technology havehad a complicated impact on the overall environment. In 2021, the COVID-19pandemic hit the world severely; classes were cancelled, whereby educationsystems were greatly affected. The pandemic reveals that digital technology isan inevitable trend of contemporary times. Schools are no longer a closedsystem as they used to be; they must move with the times. Principals areleaders of schools. Currently, their important task in terms of promotingschool development is how to enhance their schools’ competitive advantagesthrough digital technology leadership and consolidate teachers’ organizationalcommitment to improve school effectiveness, so as to adapt to a constant floodof education reform ideas. This study aims to explore the current status ofdigital technology leadership of elementary school principals, teachers’organizational commitment, schools’ competitive advantages, and schooleffectiveness. An analysis of differences among background variables inresearch was performed. Moreover, relationships among research variables wereaddressed. Finally, goodness of fit in the structural equation model wasevaluated and mediation analysis, sequential mediation analysis, and moderatedmediation analysis performed.
     This study had chosenformal elementary school teachers in Kaohsiung City as research subjects.Structured questionnaire method was used for data collection. The self-prepared“Questionnaire for Survey on Relationships among Digital Technology Leadershipof Elementary School Principals in Kaohsiung City, Teachers’ OrganizationalCommitment, Schools’ Competitive Advantages, and School Effectiveness” wasdistributed to 400 teachers from public elementary schools in Kaohsiung City.Data collected were analyzed and discussed using descriptive statistics,t-test, one-way ANOVA, Scheffé test, Pearson correlation coefficient,structural equation modeling, process, and other statistical methods tovalidate research hypotheses.
     The findings suggest thatthere are significant relationships among elementary school teachers’perceptions of principals’ digital technology leadership, teachers’organizational commitment, schools’ competitive advantages, and schooleffectiveness. Overall, the structural equation model fits data well.Principals’ digital technology leadership has a significant positive effect onschool effectiveness via the mediating effects of teachers’ organizationalcommitment and schools’ competitive advantages.        Based on the above findings, specific suggestions have beenprovided to authorities in educational administration, schools, and futureresearchers for their reference.
張奕華、吳權威(2014)。智慧教育:理念與實踐。網奕資訊。
王文霖(2012)。國民中學校長科技領導、資訊融入教學與學校教育品質關係之研究〔未出版的博士論文〕。國立屏東教育大學教育行政研究所。
簡妙娟(2018)。國民小學校長微觀政治領導、組織信任與學校效能關係之研究〔未出版的博士論文〕。國立台北教育大學教育經營與管理學系。
林姝欣 (2020)。新北市公私立高中職校長空間領導、教師組織承諾與學校創新經營之研究〔未出版的碩士論文〕。國立政治大學教育學系。
王佳琦(2016)。高雄市國民小學校長科技領導、教師正向心理資本與學校效能關係之研究〔未出版的碩士論文〕。國立高雄師範大學教育學系。
陳泱澤(2020)。國民小學校長科技領導、教師正向心理資本、學校組織文化與學校創新經營關係之研究〔未出版的博士論文〕。國立高雄師範大學教育科技教育學系。
江俊賢(2014)。國中校長科技領導與學校永續經營關係之研究-以組織學習為中介變項〔未出版的博士論文〕。國立嘉義大學教育學系研究所。
江良宏(2008)。國民小學校長變革領導、教師組織承諾與學校競爭優勢關係之研究〔未出版的博士論文〕。國立花蓮教育大學。
廖俊銘(2018)。雙北地區國民小學學校內部行銷、教師組織承諾與學校競爭優勢關係之研究〔未出版的博士論文〕。國立政治大學教育行政與政策研究所。
江滿堂(2008)。國民小學校長多元領導型態、團體動力、學校組織文化特質與學校效能關係之研究〔未出版的博士論文〕。國立屏東教育大學教育行政研究所。
吳秋蓉(2018)。南部四縣市國民小學校長科技領導與學校效能關係之研究-以教師知識管理、組織文化為中介變項〔未出版的博士論文〕。國立高雄師範大學教育學系。
孫國華(2014)。國小教師心理資本、情緒勞務、實用智能與教學效能徑路模式之建構及驗證〔未出版的博士論文〕。國立高雄師範大學教育學系。
蔡惠淑(2017)。國民小學校長道德領導行為、學校創新、組織溝通與學校效能徑路模式之建構與驗證〔未出版的博士論文〕。國立高雄師範大學教育學系。
徐易男(2009)。國民小學公共關係、組織創新經營與學校效能關係之研究〔未出版的博士論文〕。國立高雄師範大學教育學系。
張坤宏(2016)。國民小學校長科技領導、 學校公共關係、組織創新經營與學校效能關係之研究〔未出版的博士論文〕。國立屏東大學教育行政研究所。
張奕財(2018)。智慧學校校長科技領導、教師專業發展與創新經營效能關係之研究〔未出版的博士論文〕。國立政治大學教育學系。
莊清寶(2011)。學校本位財務管理、學校創新經營與學校效能關係之研究:以國中小特色學校為例〔未出版的博士論文〕。國立政治大學教育研究所。
蘇銘勳(2015)。國民小學校長正向領導與學校效能相關之研究-以教師組織承諾與學校組織氣氛為中介變項〔未出版的博士論文〕。國立嘉義大學教育學系研究所。
郭正忠 (2019)。國民小學校長轉型領導行為、教師工作投入及組織承諾與學校效能關係之研究〔未出版的博士論文〕。私立長榮大學經營研究所。
蔡琇韶(2017)。國民小學校長正向領導、教師組織承諾、教師組織承諾與學校效能關係之研究〔未出版的博士論文〕。國立高雄師範大學教育學系。
鍾炳雄(2008)。屏東縣國民小學校長領導能力、學校競爭優勢與學校效能關係之研究〔未出版的碩士論文〕。國立高雄師範大學教育學系。
楊文堯(2016)。高職校長變革領導、教師組織承諾、學校組織文化與學校競爭優勢關係之研究〔未出版的博士論文〕。國立高雄師範大學教育學系。
鍾享龍(2017)。國民小學校長正向領導、教師正向心理資本、組織學習與學校競爭優勢關係之研究〔未出版的博士論文〕。國立高雄師範大學教育學系。
蔡政道(2010)。國民小學校長科技領導、組織文化與學校創新經營效能關係之研究〔未出版的博士論文〕。國立臺北教育大學教育政策與管理研究所。
林寬豪(2018)。新北市國民小學校長科技領導與學校效能關係之研究〔未出版的碩士論文〕。國立臺北教育大學教育社會與區域發展學系碩士班。
孟珈卉(2018)。校長科技領導與學校效能關係之研究:後設分析之應用〔未出版的碩士論文〕。國立政治大學教育行政與政策研究所。
石文傑、馮啟峰、劉偉欽、羅聰欽(2014)。高職校長科技領導能力指標之探討。科技與工程教育學刊,47(2),1-14。
秦夢群、黃敏榮(2016)。高級中等學校分布式領導、學校創新經營與學校效能關係之研究。教育與心理研究,39(2),1-25。
秦夢群、張奕華(2006)。校長科技領導層面與實施現況之研究。教育與心理研究,29(1),1-27。
何慧群、李克明、林政逸、江立琦(2009)。從 PF Drucker 管理概念建構 21 世紀國小校長新識能研究。學校行政,61,117-142。
余民寧、陳柏霖、湯雅芬(2012)。大學生心理資本量表編製及其相關因素之研究。教育研究與發展期刊,8(4),19-52。
蔡東鐘、黃曉筠(2011)。國小教師對校長科技領導表現觀點之調查研究-以台東縣為例。教學科技與媒體,98,2-15。
蔡東鐘、黃曉筠(2011)。國小教師對校長科技領導表現觀點之調查研究-以台東縣為例。教學科技與媒體,98,2-15。
謝傳崇、蕭文智(2013)。國民小學校長科技領導與學生學習表現關係之研究:以學校 ICT 運用為中介變項。教育理論與實踐學刊,27,291-324。
謝傳崇、陳愛玲(2015)。國民小學校長學術樂觀與學校效能關係之研究。學校行政,98,1-22。
張宇樑(2012)。國小教師知覺校長科技領導之研究。教學科技與媒體,99,19-39。
吳清山、林天祐(2001)。學校效能。教育研究月刊,83,138。
吳清山、林天祐(2006)。教育名詞:科技領導。教育資料與研究雙月刊,71,195-196。
張奕華(2006)。科技領導理論基礎與培訓課程範例。教育研究月刊,4,59-74。
張奕華(2007)。教師科技標準與教學策略之應用。教育研究月刊,159,80-89。
張奕華(2008)。科技領導與專業社群-創新採用測量模式之應用。教育資料與研究雙月刊,171,68-82。
張奕華、吳怡佳(2011)。國民小學校長科技領導、知識管理與學校效能結構關係之驗證。教育行政與評鑑學刊,11,1-28。
張奕華、許正妹(2009)。校長科技領導對教師資訊科技素養影響路徑之研究:以都會型國民小學為例。初等教育學刊,33,1-33。
張奕華、張敏章(2010)。台北縣國民小學校長科技領導對學校效能影響之研究。教育研究與發展期刊,66,30-50。
許晉榮、林朝清(2020)。校長科技領導的組織學習模式與學校效能關係之研究。學校行政,127,12-42。
張奕華(2010)。學校科技領導與管理:理論及實務。高等教育。
吳明隆(2008)。論文寫作與量化研究。五南。
吳和堂(2016)。教育論文寫作與實用技巧(第五版)。高等教育文化。
吳明隆(2016)。SPSS操作與應用:問卷統計分析實務(第二版)。五南。
吳明隆、涂金堂(2010)。結構方程式AMOS的操作與應用(第二版)。五南。
吳明隆、涂金堂(2012)。SPSS與統計應用分析(二版)。五南。
吳清山、林天祐(2003)。教育小辭書。五南。
邱皓政(2010)。量化研究與統計分析-SPSS資料分析範例。五南。
凃金堂(2012)。量表編製與SPSS。五南。
陳寬裕、王正華(2017)。論文統計分析實務:SPSS與AMOS的運用(3版)。五南。
黃芳銘(2006)。社會科學統計方法學-結構方程模式。五南。
教育部(2017)。十二年國民基本教育實施計畫。教育部。https://www.tcavs.tc.edu.tw/upload/1031024140647.pdf



Abramovitz,M., & David, P. A. (1996). Technological change and the rise of intangibleinvestment. In OECD (Ed.). Employment andgrowth in the knowledge-based economy, 35-60.
Afshari,M., Bakar, K. A., Fooi, F. S., Luan, W. S., & Samah, B. A. (2008). Schoolleadership and information communication technology. The Turkish Online Journal of Educational Technology, 7(4), 82-91.
AlbertaLearning(2000), “Information and communication technology, kindergarten to grade 12:aninterim program of studies”, Edmonton, Alberta, available at:http://ednet.edc.gov.ab.ca/ict/
Avey,J. B., Wernsing, T. S., & Mhatre, K. H. (2011). A longitudinal analysis ofpositive psychological constructs and emotions on stress, anxiety, andwell-being. Journal of Leadership, 18(2),216-228.
Avolio,B. J., & Luthans, F. (2006). The HighImpact Leader: Moments Matter in Accelerating Authentic Leadership Development.New York: McGraw-Hill.
Bagozzi,R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the academy of marketing science,16(1), 74-94.
Banard,C. I. (1964). Functions of Executive.Cambridge, MA: Harvard University Press.
Bandura,A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura,A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
Bandura,A. (1986). Social Foundation of Thoughtand Action: A social Cognitive Theory. NJ: Prentice Hall.
Bandura,A. (1990). Perceived self-efficacy in the exercise of personal agency. Journal of Applied Sport Psychology, 2,128-163.
Bandura,A. (1997). Self-efficacy: The Exercise ofControl. New York: Freeman.
Brockmeier,L. L., Sermon, J. M., & Hope, W. C. (2005). Principals' relationship withcomputer technology. National Associationof Secondary School Principals, 89(643), 45-63.
Calvert,G., Mobley, S., & Marshall, L. (1994). Grasping the learning organization. Training & Development, 48(6),41-48.
Cameron,K. S., & Quinn, R. E. (2006). Diagnosing and Changing OrganizationalCulture: Based on the Competing Values Framework (Rev. ed.). SanFrancisco,CA: Jossey-Bass.
Carter,J. W., Youssef, C. M., & Carolyn M. (2019). The positive psychology ofmentoring: A longitudinal analysis of psychological capital development andperformance in a formal mentoring program. HumanResource Development Quarterly, 30(3), 119-120.
Chang,I. H. (2003). Assessing the dimensions of principals‘ effective technologyleadership: An application of Structural equation modeling. Educational Policy Forum, 6(1), 111-141.
Chang,I. H. (2012). The effect of principals' technological leadership on teachers'technological literacy and teaching effectiveness in Taiwanese elementaryschools. Educational Technology &Society, 15(2), 328–340.
Cumming,T. G., & Worley, C. G. (2009). OrganizationDevelopment & Change (9e). Canada: South-Western Cengage Learning.
Daft,R. L. (1989). Organization theory anddesign. MN: West.
Damanpour.(1991). Organizational Innovation: A meta-analysis of affects of determinantsand moderator. Academy of Management Journal,34(3), 536-590.
Davis,F. D., Bagozzi, R. P. & Warshaw, P. R. (1989). User acceptance of computertechnology: A comparison of two theoretical models. Management Science, 35(8), 982-1003.
Dillman,D. A. (2000). Mail and Internet Surveys:The Tailored Desigh Method. New York: John Wiley & Sons.
Drucker,P. F. (1969). The Age of Discontinuity:Guidelines to Our Changing Society. New York: Harper and Row.
Drucker,P. F. (1995). Managing in a Time of GreatChange. New York: Penguin.
Duncan,R. B. (1976). The AmbidextrousOrganization: Designing Dual Structures for Innovation. New York:North-Holland.
Erden, H., & Erden, A.(2007). Teachers'Perception in Relation to Principles' Technology Leadership: 5 Primary SchoolCases in Turkish Republic Of Northern Cyprus. Paper presented at theInternational Educational Technology (IETC) Conference 7th, Nicosia, TurkishRepublic of Northern Cyprus.
Ertmer, P. A., Bai, H., Dong, C.,Khalil, M., Hee Park, S., & Wang, L. (2015). Onlineprofessional development: Building administrators’ capacity for technologyleadership. Journal of Computing inTeacher Education, 19(1), 5-11.
Fipol,C. M., & Lyles, M. A. (1985). Organizational learning. Academy of Management Review, 10(4), 803-813.
Garvin,D. A. (1988). Managing Quality-theStrategie and Competitive Edge (1ed.). New York: The Free Press.
Garvin,D. A. (1993). Managing Quality. NewYork: Free Press.
Godin,S. (2009). Purple Cow: Transform YourBusiness by Being Remarkable. NY: Portfolio.
Greene,C. S., & Harich, K. R. (1996). The strategic relevance of innovation: Apedagogical perspective. Journal ofEducation for Business, 71, 257-263.
Gurteen,D. (1998). Knowledge, creativity and innovation. Journal of Knowledge Management Science, 2(1), 5–13.
Hage,J. (1980). Theories of Organizations.New York: John Wiley and Sons.
Hanson,E. M. (2003). Educational Administrationand Organizational Behavior. Boston: Pearson Education.
Haydn,M., Andrew, P., & William, R. (2019). Community sport programmes and socialinclusion: what role for positive psychological capital? Sport in Society, 1-27. doi:10.1080/17430437.2019.1565397
Hayes,A. F. ( 2013). Introduction to Mediation, Moderation, and Conditional ProcessAnalysis: A Regression‐Based Approach. New York, NY: The Guilford Press.
Hsieh,C. C., Yen, H.C., & Kuan, L.Y. (2014). Therelationship among principals’ technology leadership, teaching innovation, andstudent’ academic optimism in elementary schools. Paper presented at theInternational Conferences on Educational Technologies 2014 and Sustainability,New Tapei City, Taiwan.
Huber,G. P. (1991). Organizational Learning: The contributing process and theliteratures. Organization Science, 2(1),88-115.
Kline,R. B. (1998). Principles and Practice ofStructural Equation Modeling. New York: The Guilford Press.
Leisen,B., Lilly B., & Winsor, R. D. (2002). The effexts of organizational cultureand market orientation on the effectiveness of strategic marketing alliances The Journal of Services Marketing, 16(2/3),201-222.
Leithwood,K., Leonard, L., & Sharratt, L. (1998). Conditions fostering organizationallearning in schools. EducationalAdministration Quarterly, 34(2), 243-276.
Levin,B. B., & Schrum, L. (2013). Using systems thinking to leverage technologyfor school improvement: Lessons learned from award-winning secondary Schools. Journal of Research on Technology inEducation, 46(1), 29-51.
Lewin,K. (1951). Field theory in social science.NY: Harper & Row.
Luthans,F., Avolio, B. J., Avey, J. B., Norman, S. M., & Patera, J. L. (2008).Experimental analysis of a web-based training intervention to develop positivepsychological capital. Academy ofManagement Learning Education, 7(2), 209-221.
Luthans,F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychologicalcapital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541-572.
Luthans,F., Luthans, K. W., & Luthans, B. C. (2004). Positive psychologicalcapital: Beyond human and social capital. BusinessHorizons, 47(1), 45-50.
Luthans,F., & Youssef, C. M. (2017). Psychological capital: An evidence-basedpositive approach. Annual Review ofOrganizational Psychology Organizational Behavior, 4, 339-366.
Luthans,F., Youssef, C. M., & Avolio, B. J. (2007). Psychological Capital: Developing the Human Competitive Edge. UK:Oxford University.
Luthans,F., & Youssef, C. M. (2004). Human, social, and now positive psychologicalcapital management: Investing in people for competitive advantage. Organizational Dynamics, 33, 143–160.
Martins,E. C., & Terblanche, F. (2003). Building organisational culture thatstimulates creativity and innovation. Europeanjournal of innovation management, 6(1), 64-74.
Masten,A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56,, 227-239.
McCulloch,M. C., & Turban, D. B. (2007). Using person–organization fit to selectemployees for high‐turnover jobs. InternationalJournal of Selection Assement, 15(1), 63-71.
Mcgee,R. F. (1984). Hope: A factor influencing crisis resolution. Advance in Nursing Science, 6(1), 34-44.
McGourty,J., Tarshis, L. A., & Dominick, P. (1996). Managing Innovation Lessons fromWorld Class Organizations. InternationalJournal of Technology Management, 11(3/4), 354-368.
Mees,G. W. (2008). The Relationship AmongPrincipal Leadership, School Culture, and Student Achievement in MissouriMiddle Schools. (Unpublished doctoral dissertation), University ofMissouri-Columbia, Missouri, USA.
Mohd, I. M. H., Faridah J. & Azlin N. M. . (2016). Malaysian principals’technology leadership practices and curriculum management. Creative Education, 7, 922-930.
Morehead,W. R., Schuler, J. R., & Yokley, J. L. (2015). A Problem Based Learning Project Investigating Missouri SecondaryAdministrator Preparedness for Technology Leadership and Management.(Unpublished doctoral dissertation), Saint Louis University, Missouri, USA.
OECD.(1996). Employment and Growth in TheKnowledge-based Economy (Vol. Organisation for Economic Co-Operation andDevelopment). Paris: OECD.
Owens,R. G., & Valesky, T. C (2007). Organizationalbehavior in education: adaptive leadership and school reform. Boston, MA:Pearson/Allyn and Bacon.
Peterson,K. D. (2005). School culture, school effectiveness, and school leadership. Chung Cheng Educational Studies, 4(5),63-103.
Quinn,R. E. (1988). Beyond Rational Management:Mastering the Paradoxes and Competing Demands of Hing Performance. SanFrancisco CA: Jossey-bass.
Rigdon,E. E. (1995). A necessary and sufficient identification rule for structuralmodels estimated in practice. Multivariatebehavioral research, 30(3), 359-383.
Robbins,S. P. (2001). Organizational Behavior :Concepts, Controversies. (9th ed.). NJ: Prentice Hall.
Robbins,S. P., & Judge, T. A. (2013). Organizationalbehavior. NY: Pearson education limited.
Roblyer,M. D., & Doering, A. H. (2014). Integrating educational technology intoteaching: Pearson new international edition(6th ed). In. USA: PearsonHigher Ed.
Rogers,E. M. (1995). Diffusion of innovation(4thed). New York: Free Press.
Ruth,A. (2009). Organizational culture types as predictors of corporate socialresponsibility. Engineering economics, 1(61),90-99.
Schein,E. H. (1985). Organizational culture andleadership. San-Francisco: Jossey-Bass.
Schein,E. H. (1992). Organizational Culture andLeadership. San Francisco: Jossey-Bass.
Schein,E. H. (2010). Organizational Culture andLeadership (Vol. 2). San-Francisco: John Wiley & Sons.
Schein,E. H. (2011). Leadership andOrganizational Culture. New York: Wiley.
Schoen,L. T., & Teddlie, C. (2008). A NewModel of School Culture: A Response to a Call for Conceptual Clarity.Philadelphia, PA: Taylor and Francis, Ltd.
Schunk,D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1, 173-208.
Snyder,C. R., & Rand, K. L. (2002). HopeTheory: A Member of The Positive Psychology Family. Handbook of PositivePsychology. New York: Oxford University Press.
Snyder,C. R., Irving, L., & Anderson, J. (1991). Hope and Health: Measuring The Will and The Ways, Handbook of Socialand Clinical Psychology. NY: Pergamon.
Stegall,P. (1998). The Principal: Key toTechnology Implementation. Paper presented at the Nationsal CatholicEducation Association Convention, Los Angeles.
Stoyko,P. (2010). Organizational Culture and TheManagement of Organizational Memory. Canada: Canada School of PublicService.
Swieringa,J., & Wierdsma, A . (1992). Becominga Leaomg Organization: Beyond The Learning Curve. Boston, MA:Addison-Wesley.
Valdez,G. (2004). Technology leadership: Enhancing positive educational change. Retrieved November 15, 2015, fromhttp://www.ncrel.org/sdrs/areas/issues/ educatrs/leadership/le700.htm.
Watkins,K., & Marsick,V. J. (1993). Sculpting The Learning Organization: Lessonin the Art and Science of Systemic Change. San Francisco: Jossey-Bass.
Waxman,H. C., Boriack, A. W., Lee, Y.-H., & MacNeil, A. (2013). Principals'Perceptions of the Importance of Technology in Schools. Contemporary Educational Technology, 4(3), 187-196.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
QR Code
QRCODE