MEDIATING EFFECTS OF TEACHERS' SELF-EFFICACY ON RELATIONSHIP BETWEEN ADMINISTRATORS' INFORMATIZATION LEADERSHIP AND TEACHERS' INFORMATIZATION ABILITY IN HIGHER VOCATIONAL COLLEGES IN PINGDINGSHAN CITY HENAN PROVINCE
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The objectives of this research were : (1) To examine the components of administrators' informatization leadership, teachers' informatization ability, and teachers' self-efficacy. (2) To propose a model of the mediating effect of teachers' self-efficacy on the relationship between administrators' informatization leadership and teachers' informatization ability in higher vocational colleges in Pingdingshan City Henan Province, the People’s Republic of China. (3) To study the direct and indirect effects of administrators' informatization leadership on teachers' informatization ability and teachers' self-efficacy. This research adopted a quantitative research method. Through proportional stratified random sampling, 339 teachers were selected from a total population of 2,452 teachers across four higher vocational colleges in Pingdingshan City, Henan Province.
The research results were found that : (1) Administrators' informatization leadership included 4components: informatization literacy ability, informatization planning ability, informatization management ability and informatization evaluation ability. Teachers' informatization ability included 5components: informatization awareness and attitude, informatization knowledge and skills, informatization implementation ability, teaching research and development ability, and vocational practice ability. Teachers' self-efficacy, included 3 components: teaching strategy efficacy, classroom management efficacy, student engagement efficacy; (2) The proposed SEM fit the empirical data well: relative Chi-square = 2.883 (less than 3), CFI = 0.983 and TLI = 0.977 (both more than 0.95), SRMR = 0.032 (below 0.05). Although RMSEA = 0.075 (< 0.08), it remained within the acceptable range; and (3) administrators' informatization leadership and teachers' informatization ability have a statistically significant indirect effect on teachers' informatization ability through teachers' self-efficacy.
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