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The Relationship among Principals' Technology Leadership, Teaching Innovation, and Students' Academic Optimism in Elementary Schools
PROCEEDINGS

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International Conferences on Education Technologies (ICEduTech) and Sustainability, Technology and Education (STE),

Abstract

This study empirically investigates the relationships among principals' technology leadership, teaching innovations, and students' academic optimism by surveying elementary school educators across Taiwan. Of the total 1,080 questionnaires distributed, 755 valid surveys were returned for a 69.90% return rate. Teachers were asked to indicate the effectiveness of technology leadership, teaching innovation, and students' academic optimism. The study used structural equation modeling with prospective data to test for model fit. The findings indicated that principals' technology leadership positively affects teaching innovation, which in turn directly affects students' academic optimism. Principals' technology leadership also positively influences students' academic optimism. The results suggest that principals should implement effective technology leadership in order to accelerate teaching innovation in school operations, thereby have a positive impact on student attitudes. [For the complete proceedings, see ED557181.]

Citation

Hsieh, C.C., Yen, H.C. & Kuan, L.Y. (2014). The Relationship among Principals' Technology Leadership, Teaching Innovation, and Students' Academic Optimism in Elementary Schools. Presented at International Conferences on Education Technologies (ICEduTech) and Sustainability, Technology and Education (STE) 2014. Retrieved February 21, 2020 from .

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