中国电化教育

立足于中小学校长数字化转型领导力的进阶发展需求,该研究首先对教育数字化转型相关的政策文本与学术文献进行内容分析,对17位中小学校长、教育技术学专家的访谈文本进行编码分析,通过两轮德尔菲法初步形成了中小学校长数字化转型领导力测评框架,并确定了一、二级指标的权重系数。随后,基于测评框架开发测评量表,通过因子分析、聚敛效度分析等方法验证表明量表的信效度科学有效。最后,基于测评量表对北京市、上海市、四川省N市的243位中小学校长的数字化转型领导力水平进行实证调查。研究通过差异检验发现中小学校长的数字化转型领导力分别在经济发达与欠发达地区、公办与民办学校、小学~/初中~/高中、校长最高学历等不同变量的群组划分下存在差异。此外,通过K-means聚类分析方法,研究将中小学校长分为4种类型,进而为不同类型的中小学校长提出针对性的提升策略。

In response to the evolving needs for the advancement of K-12 principals' digital transformation leadership, this study conducted content analysis of policy documents and academic literature related to educational digital transformation. In-depth interviews were carried out with 17 school principals and experts in educational technology, and the interview data were analyzed through coding. Based on two rounds of the Delphi method, a measurement framework for principals' digital transformation leadership was constructed, and the weight coefficients for primary and secondary indicators were determined. Subsequently, a measurement scale was developed based on the framework. The reliability and validity of the scale were confirmed through factor analysis and convergent validity testing, demonstrating its scientific soundness. Finally, using the scale, an empirical survey was conducted with 243 principals from Beijing, Shanghai, and a certain city in Sichuan Province. Difference tests indicated that principals' digital transformation leadership varied significantly across multiple grouping variables, including economically developed versus underdeveloped regions, public versus private schools, school level(primary, junior high, and senior high), and principals' highest educational attainment. In addition, a K-means cluster analysis was performed to classify principals into four distinct leadership profiles. Based on these findings, targeted improvement strategies were proposed for different principals.