Leadership style, organisational learning and the use of ICT in secondary schools in the Kota Kinabalu Division, Sabah
This study examines Leadership style, Organisational Learning and the use of ICT in the teaching learning process in secondary schools in the Kota Kinabalu Division, Sabah. Seven research questions and 26 hypotheses were formulated for examination. Three instruments in the form of questionnaires we...
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| 格式: | Thesis |
| 语言: | English |
| 出版: |
2011
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| 主题: | |
| 在线阅读: | https://eprints.ums.edu.my/id/eprint/10963/1/ph000000054.pdf |
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| 总结: | This study examines Leadership style, Organisational Learning and the use of ICT in the teaching learning process in secondary schools in the Kota Kinabalu Division, Sabah.
Seven research questions and 26 hypotheses were formulated for examination. Three instruments in the form of questionnaires were developed to measure the three
variables in the study. The questionnaires were distributed to 693 teachers from all the 37 schools in the Kota Kinabalu Division. Six hundred and fifty nine respondents or
95.1% returned the questionnaires. The data collected was analysed using the SPSS 17 package. The findings show that the teachers perceived their school principals display
strong leadership (m=3.84, SD =.59), strong Transactional Leadership style (m=3.94, SD=.63), strong Transformational Leadership style (m=3.95, 50=.49), and strong ICT
Leadership style (m=3.51, SD=.79). Organisational Learning was also strong (m=3.94, SD=.49). ICT use in teaching learning was at moderate level (m=2.99, 50=.95). The
findings also show that there was a weak relationship between Leadership style and ICT use (r=.299, p<.01), a moderate relationship between Organisational Learning and
ICT use (r=.330, p<.01) and a strong relationship between Leadership style and Organisational Learning (r=.643, p<.01). The relationship between Organisational Learning and leT use was stronger than the relationship between Leadership style and Organisational Learning. Leadership and Organisational Learning scores contributed to 12.5% variance of ICT use. (r=.354, p<.01). Based on the findings, recommendations were made for school principals and education officers. |
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