Antecedents of technology integration into science teaching: Examining the aggregate role of principal and teacher related variables in the context of Iranian schools

EasyChair Preprint no. 147

Abstract

In order to improve students learning outcomes in science classrooms, integrating technology tools into science teaching by teachers is instrumental. Despite of this importance, some teachers use technology tools without any believing and use them to support their existing practices rather than to engage students in learning. Although many previous studies have found some well defined factors influencing actual use of technologies in teaching, this study highlights the aggregate role of some scarce considered variables including principal and teacher related variables in a hypothesized model. 300 science teachers of secondary schools in Tehran city were randomly selected and completed valid and reliable questionnaires. The obtained data were analyzed using structural equation modeling. The results demonstrated that hypothesized model has a good fit to data. In this model, principal’s technology leadership has a significant indirect effect on science teachers’ actual use of technology through mediating role of their sense of technology efficacy and technology acceptance constructs. Since most previous studies are limited to popular and individually considered variables, this study extends this line of inquiry surrounding aggregate role of some less considered variables. It also contributes to science and technology education literature by providing empirical evidence concerning the indirect role of principals in technology integration into science teaching. Future studies surrounding science education in schools should consider technology leadership competencies of principals as an indispensable factor.

Keyphrases: Leadership, Principal, science, teacher, Technology

@Booklet{EasyChair:147,
  author = {Hassanreza Zeinabadi},
  title = {Antecedents of technology integration into science teaching: Examining the aggregate role of principal and teacher related variables in the context of Iranian schools},
  howpublished = {EasyChair Preprint no. 147},

  year = {EasyChair, 2018}}