The impacts of teachers’ information literacy on their levels of technology integration, leading to enhancing learners’ learning outcomes and information literacy has been investigated by previous studies. Therefore, school principals are devoted to planning and leading the implementation of in-service training on teachers’ information literacy. During the implementation, how principals’ technology leadership is perceived by the training administrators and teachers might influence teachers’ willingness and involvements in the training process, thus affecting the training outcomes. The teachers deeply affected by the principal’s technology leadership will be more willing to participate in the projects of learning and training.
The key factor influencing the impact of the teacher development training on teachers’ information literacy, abilities to integrate technology into teaching, and even students’ information literacy lies in teachers’ stages of concern about the technology integration. Specfically, the teachers, concerning more about the application of technology to their teaching, might pay more attention to thinkg of how to apply the technology skills learned in the training into their teacher, thus in turn enhancing their abilities for technology integration, and the elevation of students’ information literacy. Therefore, this study has two major research purposes: First, a structure equation model describing the relationships among executive members’ perceptions about technology leadership, teachers’ information literacy and students’ information literacy was investigated. Second, the moderation effect of the teachers’ stages of concern about technology integration on the predicting effect of administrators’ technology leadership on teachers’ information literacy was proposed and investigated.
205 school deans, 205 section chiefs of information technology, 410 information technology teachers, and 410 minority students from elementary and junior high schools in Taipei County and Taoyuan County were surveyed and analyzed by the techniques of structural equation modeling and hierarchial regression model to explore the proposed relationships among the variables. Two major findings were described as follows:
First, the mediation effects proposed were supported. Specifically, the executive members’ perception about technology leadership influences the teachers’ information literacy via the medium of the teachers’ perception about technology leadership. Moreover, the section chiefs’ perception about technology leadership influences the teachers’ information literacy via the medium of the implementation of computer education. Second, the moderation effects of the teachers’ stages of concern about technology integration were supported. Specifically, the intensity of the predictive relationship of executive members’ perception about the principal’s technology leadership on the teachers’ information literacy apparently varied with the teachers’ stages of concern.
The findings suggest that more efforts pay to enhancing the teachers’ perception about the principal’s technology leadership and their stages of concern duing development of teachers training.