School Principals’ Self-Efficacy beliefs for Technology Integration in Moroccan Public Schools
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Un componente esencial para la integración efectiva de la tecnología en la educación y la gestión de las escuelas es el sentido de - la eficacia del director de la escuela. Esta prometedora, pero en gran medida inexplorada avenida en investigación fue el objetivo de este estudio que empleó un diseño de método cuantitativo utilizando Escala de Sentido de Eficacia (PSES) (Tchannen-Moran & Gareis, 2004) para medir el sentido de los directores de escuela de eficacia y nivel de integración tecnológica para evaluar los distintos niveles de tecnología integración (LoTi) Moersch (1999) para medir el nivel de integración tecnológica de los directores de escuela. 167 directores de escuela que trabajan en diferentes regiones de Marruecos forman la población afectada. Conclusiones del estudio demostró que los directores de escuela marroquíes tienen un sentido moderado de la eficacia en (PSES) escala y bajo sentido de eficacia en las sub-escalas donde Moral -eficacia (M = 24.40, SD =3.96), eficacia del manejo (M = 30.72, DE = 3.60) y finalmente niveles de eficacia instructive(M=28.85, DE = 4.14). Estas diferencias significativas en las estadísticas descriptivas alcanzaron significación en el también los análisis inferenciales.
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Derechos de autor 2022 Noureddine Laouni
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