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october 2012 - TOJET the Turkish online journal of educational ...

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<strong>TOJET</strong>: The <strong>Turkish</strong> Online Journal <strong>of</strong> Educational Technology – October <strong>2012</strong>, volume 11 Issue 4<br />

Test <strong>of</strong> <strong>the</strong> Structural Model<br />

Several indices were employed to test <strong>the</strong> structural model. Findings indicated a good model fit (χ2= 341.545, P<<br />

0.001, GFI=0.91, AGFI=0.96, CFI=0.939, NFI=0.916, TLI=0.925, and RMSEA=0.078). The results <strong>of</strong> <strong>the</strong><br />

hypo<strong>the</strong>sis test and <strong>the</strong> path coefficients <strong>of</strong> <strong>the</strong> proposed research model are shown in Figure 1. The findings<br />

indicated that four out <strong>of</strong> <strong>the</strong> five hypo<strong>the</strong>ses were supported by <strong>the</strong> data. All <strong>the</strong> hypo<strong>the</strong>ses, except for H3,<br />

were significant indicating that <strong>the</strong>re is <strong>the</strong> significant relationship between pr<strong>of</strong>essional development activities<br />

(on dimensions <strong>of</strong> leadership and technology) and transformational leadership role <strong>of</strong> principals in implementing<br />

ICT in schools; ICT-related pr<strong>of</strong>essional development (computer training) and <strong>the</strong> principals’ computer<br />

competence; principals’ computer competence and <strong>the</strong>ir level <strong>of</strong> computer use; and <strong>the</strong> level <strong>of</strong> computer use by<br />

secondary school principals and <strong>the</strong>ir transformational leadership role in implementing ICT in schools.<br />

Three endogenous variables were tested in <strong>the</strong> research model. The transformational leadership role <strong>of</strong> principals<br />

in implementing ICT in schools was predicted by pr<strong>of</strong>essional development with respect to <strong>the</strong> dimensions <strong>of</strong><br />

leadership and technology; computer competence and level <strong>of</strong> computer use. The prediction model has an R 2 <strong>of</strong><br />

0.78, implying that 78% <strong>of</strong> variance in <strong>the</strong> transformational leadership role <strong>of</strong> principals in implementing ICT in<br />

schools was explained by pr<strong>of</strong>essional development activities <strong>of</strong> principals, principals’ computer competence,<br />

and principal’s level <strong>of</strong> computer use. Individually, <strong>the</strong> ICT-related pr<strong>of</strong>essional development (computer<br />

training) explained 45% <strong>of</strong> <strong>the</strong> variance in computer competence. On <strong>the</strong> o<strong>the</strong>r hand, 57% <strong>of</strong> <strong>the</strong> variance in <strong>the</strong><br />

level <strong>of</strong> computer use by secondary school principals was explained by <strong>the</strong>ir computer competence (Table 5).<br />

Hypo<strong>the</strong>ses Path<br />

H1<br />

H2<br />

H3<br />

H4<br />

H5<br />

Pr<strong>of</strong>essional Development &<br />

Transformational Leadership<br />

ICT-related Pr<strong>of</strong>essional<br />

Development & Computer<br />

Competence<br />

Computer Competence &<br />

Transformational Leadership<br />

Computer Competence & Computer<br />

Use<br />

Computer Use & Transformational<br />

Leadership<br />

Figure 1: Structural model<br />

Table5: Results <strong>of</strong> hypo<strong>the</strong>sis testing<br />

Path<br />

coefficient<br />

Copyright © The <strong>Turkish</strong> Online Journal <strong>of</strong> Educational Technology<br />

t-value Result<br />

0.42 4.6 supported<br />

0.67 14.04 supported<br />

0.06 0.789<br />

Not<br />

supported<br />

0.75 15.011 supported<br />

0.63 8.324 supported<br />

171

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