Enhancing Faculty Members’ Technology-enhanced Teaching Practices Through Leadership
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This study employs a qualitative research approach to explore pathways for enhancing faculty members’ technology-enhanced teaching practices within second-tier colleges of Chinese higher education institutions, focusing on the role of deans’ leadership practices. Through interviews with eight faculty members and three deans, the study identifies key factors influencing technology integration and effective leadership strategies to foster it. Findings reveal that faculty members’ technology integration is shaped by intrinsic factors, such as personal goals and willingness to innovate, and extrinsic factors, including access to resources, funding, time, organizational culture, and leadership support. Specific leadership strategies emerged as critical, including setting clear technology goals, providing professional development opportunities, fostering a collaborative culture, and offering incentives such as funding and recognition for innovation. Based on these findings, the study proposes a leadership impact model on technology integration, emphasizing the importance of tailored approaches that address both institutional and individual barriers. Policy recommendations include allocating dedicated funding for technology initiatives, ensuring equitable access to resources, and promoting inter-institutional collaboration to leverage expertise. By highlighting the pivotal role of leadership in shaping faculty practices, this research contributes to the discourse on educational technology within the unique context of Chinese higher education.
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