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首页> 外文会议>International Technology,Education and Development Conference >(726)PRINCIPALS’ CONCERNS AND PROFESSIONAL NEEDS IN USING SCHOOL MANAGEMENT INFORMATION SYSTEM
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(726)PRINCIPALS’ CONCERNS AND PROFESSIONAL NEEDS IN USING SCHOOL MANAGEMENT INFORMATION SYSTEM

机译：（726）校长的疑虑和专业需求在使用学校管理信息系统

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The purpose of this paper is to identify (i)the concerns of school principals towards the use of School Management Information System (SMIS)that is available in their schools, (ii)the professional needs of these principals to foster the use of SMIS, and (iii)the factors that inhibit the use of SMIS. A survey method using two instruments was employed to collect the data. One of the instruments is the Stages of Concerns Questionnaire (SoCQ)that measured the concerns of the principals and enabled the researcher to identify their stages of concern towards SMIS. The second instrument, SMIS Professional Needs Survey, was used to capture the professional needs of the school principals in terms of availability and relevance of resources and factors that inhibit better adoption of SMIS. A sample of 31 Malaysian school principals who are using the SMIS participated in this study. The primary stages of concerns (SoC)of the principals towards use of SMIS indicate a pattern where 22.6 % of them are still in the awareness stage, 48.4% in the informational stage, 9.7% in the personal stage while the rest (19.3%)are in the management stage of concern. A high stage 3 (management concerns)suggests that the principals have intense management concerns at the moment. The low intensity at stage 4 (consequence concerns)is an indication that these principals are less bothered and concerned about the actual impact of SMIS upon the other members of the school, at least at the time of the study. Their primary concerns still belong to those of incompetent users. An overview of the principals’ professional needs in the five subsystem of a school quite clearly indicates that the principals in this study give more priority to managerial needs, followed by technical needs, psychosocial needs, goals & values needs, and finally structural needs. With regards to technical needs, the understanding of how to manage the change and knowledge of the impact become the immediate need as compared to the adoption techniques required for implementation which might arise later. It could be that the principals feel that they only need to manage and use SMIS and all this may be possible with the little technical skills they already possess. Among the eight resources given as options for principals to choose from, only two have been reported as available by more than 60%. They are ‘A guide on how to manage SMIS effectively’ and ‘An action guide on how to use SMIS effectively’. The other eight resources seem to be unavailable to more than 64% of the principals. Yet they are reported as very useful by more than 60% principals. As for the inhibiting factors for better adoption of the SMIS, lack of understanding /knowledge of concepts, attitude problems, lack of training & support seem to be the responses of the principals. Through the evidence of this study, it is noted that these principals need to be provided the right professional skills, training and sufficient resources so that they are able to use SMIS with more confidence.
机译：本文的目的是识别（i）学校校长对学校管理信息系统（SMIS）的担忧，（ii）这些校长的专业需求，促进了SMI的使用， （iii）抑制Smis使用的因素。采用使用两种仪器的调查方法来收集数据。其中一项仪器是担心调查问卷（SoCQ）的阶段，这些阶段测量了校长的担忧，并使研究人员能够识别他们对SMIS关注的阶段。第二仪器，SMIS专业需求调查，用于在资源和因素的可用性和相关性方面捕捉学校校长的专业需求和抑制更好地采用SMIS的因素。使用SMIS的31个马来西亚学校校长的样本参加了这项研究。主体的主要阶段（SOC）用于使用SMIS的使用表明，其中22.6％的模式仍处于意识阶段，信息阶段的48.4％，其休息时间为9.7％（19.3％）处于关注的管理阶段。高阶3（管理顾虑）表明，校长目前有激烈的管理担忧。第四阶段的低强度（后果问题）表明这些校长在研究时至少在研究时，这些校长对SMIS对学校其他成员的实际影响。他们的主要担忧仍然属于无能的用户。一所学校五个子系统的校长专业需求概述明确表明本研究中的校长更优先于管理需求，其次是技术需求，精神科目需求，目标需求，以及最终的结构需求。关于技术需求，了解如何管理影响的变化和知识，与实施的采用技术相比，在以后可能出现的实施所需的采用技术。这可能是校长觉得他们只需要管理和使用SMI，并且所有这些都可能拥有他们已经拥有的小型技术技能。作为校长选项的八个资源中，只有两个人被报告为60％以上。他们是“关于如何有效管理SMIS的指南”，并“如何有效地使用SMIS的行动指南”。其他八个资源似乎无法超过64％的校长。然而，他们报告的初名超过60％的非常有用。至于更好地采用SMIS的抑制因素，缺乏了解/对概念，态度问题，缺乏培训和支持似乎是校长的答复。通过本研究的证据，指出这些校长需要提供正确的专业技能，培训和足够的资源，以便他们能够更有信心使用SMI。

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