Page 1 of 13

Journal for Studies in Management and Planning

Available at http://edupediapublications.org/journals/index.php/JSMaP/

ISSN: 2395-0463

Volume 03 Issue 10

September 2017

Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 89

Relationship Between The Technology Leadership, Ict Facilitation,

Competency, Commitments With Effectiveness Of Teacher

Management In School: Teachers Ict Practices As Moderating Factor

Som bint Shariff Ph.D & Arumugam Raman Ph.D

1

Institut Aminuddin Baki

2Universiti Utara Malaysia

som@iab.edu.my & arumugam@uum.edu.my

Abstract

The previous review of the study addresses the

level of technology leadership practices

implemented in schools and the characteristics

of the leadership of technology practiced by

principals in schools, while facilitation factors,

teacher competence, teacher commitment in

applying computer and management practices

that affect the tasks of the school, management

tasks in schools have not yet been reviewed in

Malaysia. Therefore, this study was conducted

to identify the relationship between technology

leadership, ICT facilitation, competence,

commitment of teachers to implement ICT with

the effectiveness of teacher management tasks in

schools using ICT. In addition, teachers'

computer practices in performing management

tasks in schools as moderator. Respondents of

the study consisted of teachers who were in

charge of the selected school. A total of 370

teachers in secondary schools in Kedah who

were randomly selected were involved in the

study. Respondents have assessed the aspects of

ICT leadership principals and facilitation in

school. Respondents also made self-assessment

on the competence and self-commitment of

applying the computer as well as evaluating the

effectiveness of ICT implementation in carrying

out school management tasks through

questionnaires certified by experts. The findings

show that there is a significant relationship

between technology leadership, ICT facilitation

in school, competency and commitment of

teachers using ICT with the effectiveness of

teachers' role of using ICT in management at

school. The role of teacher practice using ICT

as a moderator is that there is a significant

relationship with ICT facilitation. The model of

this study can be used as a guideline in

implementing ICT in the education system in

order to be more effective especially in school

management systems.

Keywords: technology leadership, ICT

facilitation, competence, commitment,

effectiveness of service

Introduction

Information and Communication Technology or

Information Communications Technology (ICT)

is something that thrived in the era of

globalization and become an important element

in the development of the organization. ICT is

an undeniable tool for an organization to remain

competitive and play an efficient and effective

role (Almalki & Williams, 2012). Seamless ICT

management has a significant impact on the

organization. Well organized ICT management

can generate useful input not only to managers,

but also to benefit the entire organization and to

increase organizational productivity as it enables

all parties to get up-to-date information quickly.

According to Diez and Mcintosh (2009), the

platform of achieving various information

through ICT is an important asset and has a

Page 2 of 13

Journal for Studies in Management and Planning

Available at http://edupediapublications.org/journals/index.php/JSMaP/

ISSN: 2395-0463

Volume 03 Issue 10

September 2017

Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 90

significant impact on organizational

productivity.

According to Vanderlinde, Van and Hermans

(2009), a robust ICT planning and management

are a driving force for the success of ICT

integration within the organization. Well

planned and organized ICT management are

beneficial to the entire organization while

inadequate management negatively impacts as

well as burdening the organization. Schools that

successfully integrate ICT effectively are

schools with comprehensive planning guidelines

and policies that involve all parties. School

leaders and teachers play an important role in

ensuring the effectiveness of ICT integration in

schools.

Computers are one of the most important

information technology tools today. By using a

computer, data is not only processed for

information, but is used to record, store, process,

recall, analyze, transmit, resubmit and receive

information. Through computer, many of the

knowledge can be gained through internet

channels. Programs that have been programmed

can help and facilitate the user to perform tasks

including tasks in management and teaching and

learning at school. According to Turban and

Aronson (2007), the use of computer-generated

data and information becomes an important

resource for supporting organizational

management. So computer technology is

something that is important in the education

world today.

The optimum benefits of ICT integration,

especially computer technology in schools, are

largely dependent on the manager's sensitivity to

the developments in this technology (Ab Aziz

Yusof, Norashidah Hashim & Ooi Yeng Keat,

2004). The same opinion was also presented by

Simkins (2004) and Sim (2011), efficient school

leadership can determine the quality of school

development and the support of the

administration affects the management of

technology at school. Without an important role

played by principals as a technology leader in

school as well as the high competence and

commitment of teachers will affect the

implementation of every ICT innovation done at

school. The study conducted by Tan (2013) in

Taiwan showed that there was a positive

relationship with performance expectation

(competence), business expectation

(commitment), social influence (technology

leadership) and ICT facilitative with the level of

ICT usage in schools.

Various management tasks have been carried out

by teachers in schools including data entry

through the Executive Comprehensive System

(SME), School Examination Analysis System

(SAPS), Students’ Disciplinery System (SSDM)

and others. These teachers management task

became increasingly challenging as the Ministry

of Education Malaysia introduced the School- Based Assessment System (PBS) in 2011. This

PBS system involved many data entry through

the users. The computer is said to be an

information management tool that provides a lot

of opportunities in collecting and managing

various assessment data (Osman Width, 2011).

Teachers feel overwhelmed with these necessary

management tasks. Without the high

competence and commitment and perfect

facilitation from teachers the implementation

any innovation will be affected.

Based on above statement, it is appropriate to

conduct a study to find out to what extent is the

relationship between the level of technology

leadership practices by principals, ICT

facilitation in school, teachers competence and

commitment towards the effectiveness of using

Page 3 of 13

Journal for Studies in Management and Planning

Available at http://edupediapublications.org/journals/index.php/JSMaP/

ISSN: 2395-0463

Volume 03 Issue 10

September 2017

Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 91

ICT in school based on teacher assessment in

school. This is in line with the government's

goal of improving productivity, excellence and

effectiveness in the management system using

ICT. A more holistic approach involves aspects

of technological leadership, ICT facilitation,

teacher practice and job-effectiveness need to be

identified to transform technology into

educational organizations so that

implementation can be carried out more

effectively.

Research Objectives

The specific objectives of the study are:

i. To identify the relationship between the

technology leadership factor with the

effectiveness of school management

tasks Using ICT.

ii. To identify the relationship between

influence of computer technology

facilitative with the effectiveness of

school management tasks Using ICT.

iii. To identify the relationship between

teachers’ competency in using computer

technology with the effectiveness of

school management tasks Using ICT.

iv. To identify the relationship between

teachers' commitment to apply computer

technology with the effectiveness of

school management tasks Using ICT.

v. To identify the role of the moderator

variable, the practices that teachers have

done in carrying out management tasks

using computers with leadership

influences, ICT facilitation, competence

and commitment of teachers towards the

effectiveness of management tasks in

schools using ICT.

HYPOTHETICAL STUDIES

Based on literature reviews and previous studies

on technology implementation in schools and

their relevance to technology leadership, ICT

facilitation in schools, especially computer

technology, teachers' competence and

commitment to apply computer technology as

well as the practices that teachers have done on

computer management tasks , The hypotheses

are presented as follows:

Hypothesis 1: There is a relationship between

technology leadership and the effectiveness of

teacher-management tasks using computers.

Hypothesis 2: There is a relationship between

the ICT facilitation and the effectiveness of

teacher-management tasks using computers.

Hypothesis 3: There is a relationship between

teacher competence to apply computer with the

effectiveness of teacher's management tasks

using computer.

Hypothesis 4: There is a relationship between

the commitment of a teacher to apply a

computer with the effectiveness of a teacher's

management function using a computer.

Hypothesis 5: Teacher practices apply computer

in management tasks to moderate the

relationship between technology leadership and

the effectiveness of teacher-management tasks

using computers.

This study doesn't only take into account the role

played by technology leadership by principals,

ICT facilitative and competence and

commitment of teachers in performing their

duties using computers in school but also the

effectiveness of the project outcomes using a

computer. In this study, the Unified Theory of

Acceptance and Use of Technology (UTAUT)

by Venkatesh et al. (2005) has been adopted

which relates to the factors that influence the