发展中国家职业教师为教育目的采用信息和通信技术：埃塞俄比亚和坦桑尼亚的比较研究

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-08-04 DOI:10.1016/j.tate.2025.105141

Alemshet Birhanemeskel , Seung Hun Han , Chul Ho Lee

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引用次数: 0

摘要

本研究使用包含领导团队支持（LTS）的扩展UTAUT2模型考察了埃塞俄比亚和坦桑尼亚职业教育教师对ICT的采用情况。利用PLS-SEM对370名教官的数据进行分析。结果表明，LTS、习惯和便利条件显著影响ICT的采用。虽然LTS水平因国家而异，但其对行为意图和使用的影响是一致的。研究结果表明，在职业教育环境中，更强的机构领导支持会导致更高的教师采用意愿，突出了领导在推动ICT整合方面的关键作用，而不仅仅是基础设施和资源。

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ICT adoption by vocational instructors for educational purposes in developing countries: A comparative study of Ethiopia and Tanzania

This study examines ICT adoption among vocational education instructors in Ethiopia and Tanzania using an extended UTAUT2 model that incorporates Leadership Team Support (LTS). Data from 370 instructors were analyzed using PLS-SEM. Results show that LTS, habits, and facilitating conditions significantly influence ICT adoption. While LTS levels differ between countries, its impact on behavioral intention and use remains consistent. The findings suggest that stronger institutional leadership support in vocational education settings leads to higher instructor adoption intentions, highlighting the critical role of leadership in driving ICT integration beyond infrastructure and resources.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.