中小学校长信息化领导行为影响因素及优化路径研究

Research on the Influential Factors and Optimized Paths of Informatized Leadership Behavior of Primary and Secondary Schools Headmasters

中小学校长信息化领导行为对学校信息化发展有着最为直接的影响。研究以计划行为理论为依托,以感知易用性与感知有用性、指令性规范与示范性规范、知觉行为控制为观测点,构建了中小学校长信息化领导行为影响因素模型,并通过实证验证了该模型。研究发现,中小学校长信息化领导行为受行为意向和知觉行为控制的正向影响;指令性规范即中小学校长对上级行政压力的感知,是信息化领导行为意向最有利的预测变量,其次是知觉行为控制,再次是感知有用性和感知易用性;而示范性规范对中小学校长信息化领导行为意向并没有显著预测效应。据此,研究提出以下优化路径:构建专业化、常态化的中小学校长信息化领导力发展体系以改善其行为态度;加强政策引导、建设中小学校长发展共同体以强化其主观规范;实施言语激励、适当放权、多元主体共建策略以增强其知觉行为控制。

The leadership behavior of primary and secondary schools’headmasters will have the most direct influence on the development of schools’informatization.This research,based on the Theory of Planned Behavior,taking the easiness and usefulness of perception,directive and demonstration specification,and sensorybehavioral control as observation points,has constructed the model of influential factors of informatized leadership behavior of primary and secondary schools’headmasters,and tested and verified such model through solid evidence.The research has found that behavioral intention and sensory-behavioral control have positive impact on the informatized leadership behavior of primary and secondary schools’headmasters;directive specification of subjective specifications,namely,primary and secondary schools’headmasters’perception of pressure from higherlevel administration,is the most favorable predictive variable of informatized leadership behavior.The second is sensory-behavioral control and the third is the sensational usefulness and easiness.But demonstration specification does not have obvious anticipation effect to the informatized leadership behavior intention of primary and secondary schools’headmasters.Accordingly,this research has put forward the following optimized paths:construct specialized and normalized informatized leadership development system of primary and secondary schools’headmasters to improve their behavior and attitude;enhance the policy guidance and establish development community of primary and secondary schools’headmasters to enhance their subjective specification;implement strategies like speech motivation,appropriate devolution and joint development of multiple subjects to enhance their sensationalbehavioral control.