学校领导者技术压力现状及其影响因素

The Study on the Conditions of School Leaders’ Technostress and Its Influencing Factors

随着新技术应用的不断扩大,技术压力及其带来的影响,已引起研究者们的广泛关注。在教育领域,有关技术压力的已有研究主要聚焦在教师层面,缺乏对学校领导层技术压力水平、差异及现状的关注。学校领导者作为学校的中上层骨干力量,对学校信息化相关政策的制定和实施以及学校教育信息化的整体发展有着举足轻重的作用。基于国内外已有的调查统计,课题组从技术压力、自我效能感、社会支持、信息化领导力四个方面,对205位学校领导者进行了问卷调查,对9位学校领导者进行了非结构访谈。数据分析结果表明:学校领导者技术压力水平整体不高,居中等偏下水平;技术压力在性别、职务和学校地区等层面存在显著差异,男性领导者的技术压力显著高于女性,校长的技术压力明显高于其他管理人员,乡村学校领导者的技术压力明显高于城市学校。由于学校领导者技术压力受到自我效能感的反向影响显著,而信息化领导力和社会支持程度又直接影响着自我效能感,因此学校可以通过加强学校领导者对新技术的学习与应用、提升他们的自我效能感、发动社会支持力量等,帮助学校领导者和教师将技术压力转化为教学动力。

With the continuous expansion of new technology applications, the technostress and its impact have attracted wide attention of researchers. In the field of education, existing research on technostress has focused on the level of teachers and lacks attention to the condition, differences, and influencing factors of school leaders’ technostress. As the backbone of the school’s middle and upper classes, school leaders play an important role in the formulation and implementation of school informatization policies and the overall development of school education informatization. Based on the previous survey at home and abroad, the research team conducted a questionnaire survey on 205 school leaders from four aspects: technostress, self-efficacy, social support, and information leadership. Besides, non-structured interviews with nine school leaders were conducted. Data analysis results were as follows. The level of technostress of school leaders was below the average level. There were significant differences in genders, jobs and school districts on the technostress of school leaders. The technostress of male leaders were significantly higher than female leaders. The technostress of principals were significantly higher than directors. The technostress of village school leaders were significantly higher than urban school leaders. The technostress of school leaders was negatively affected by self-efficacy, while school leaders’ information leadership and social support directly affected self-efficacy. As a result, school could help school leaders and teachers turn technostress into teaching motivation through strengthening school leaders’ learning and application of new technologies, enhancing their sense of self-efficacy, and mobilizing social support and etc.