校長科技領導與學校效能關係之後設分析

Meta-Analysis of the Relationship Between Principal’s Technological Leadership and School Effectiveness

近年來，數位科技在教育領域廣泛應用。學校不再僅限於傳統的教室和教科書，而是融合了線上學習、數位教學工具和虛擬教室等多種元素，因此需要校長的科技領導，為教師提供更多專業發展機會，來增進教學質量和學習成效，並提升學校效能。特別是在COVID-19疫情下，數位教學的快速推動，使校長的科技領導變得更加關鍵。本研究以後設分析，整合2009年到2023年國內外針對校長科技領導與學校效能關係有關的研究共22篇，樣本數共計17,908位，探討科技領導與學校效能之間的關係。研究顯示：（一）校長科技領導與學校效能的整體效果量，在固定模式為.697，在隨機模式為.681，均支持校長科技領導與學校效能之間有顯著的正向關聯，這與過去多項研究的結果一致。（二）在調節變項方面，研究結果顯示校長科技領導和學校效能間的關係並無顯著調節作用（QB值未達顯著），但各項間QW值均達統計水準，代表還受其他變項影響。（三）本研究強調了校長科技領導在教育領域中的關鍵地位，並提供了實證基礎，可為學校推動校長科技領導提供重要參考，進而有效提升學校效能。（四）未來的研究可以進一步探討不同背景因素對校長科技領導影響的差異性，以及更多可能的調節變項，以全面理解校長科技領導與學校效能之間的關係。

In recent years, digital technology has transformed education, in¬tegrating online learning, digital tools, and virtual classrooms into tra¬ditional schooling. This shift necessitates principals’technological lead¬ership to enhance teaching quality, learning outcomes, and school ef¬fectiveness. During the COVID-19 pandemic, the importance of such leadership became even more apparent. This study utilized meta-analy¬sis, integrating 22 studies from both domestic and international sources between 2009 and 2023, with a total sample size of 17,908 participants, to explore the relationship between principal technology leadership and school effectiveness. The results showed that the overall effect size of principal technology leadership on school effectiveness was 0.697 in the fixed-effects model and 0.681 in the random-effects model, both of which support a significant positive correlation between principal technology leadership and school effectiveness. This finding is consistent with the results of multiple previous studies. Regarding moderator variables, the relationship between principals’technological leadership and school ef¬fectiveness did not show significant moderating effects (QB values were not significant). However, QW values were statistically significant, indicat¬ing the influence of other factors. The study underscores the critical role of principals’technological leadership in education, providing empirical evidence for schools to enhance this leadership and improve effective¬ness. Future research should explore the impact of various background factors and potential moderating variables to better understand this re¬lationship.