This study explores factors that affect instructional leaders’ perception of the role of media in classroom teaching in Amhara region of Ethiopia. To achieve the objective a one sample survey method using questioner and focus group discussion was employed. The participants are 168 instructional leaders (108 principals & 60 supervisors) with different training, teaching and school leadership experience selected by convenience sampling. The two roles of media that are selected are media used as supplement and substitute for the teacher in classroom teaching. Both quantitative and qualitative techniques were used to analyze the data gathered. The research answered seven research questions. The findings revealed that there were significant differences in perceptions of instructional leaders. Media training that they do have in the past contributed to some extent but neither experience in teaching nor in leadership has significant contribution for perception. The reasons behind instructional leaders’ perception are mainly their belief that media has no or less impact on student motivation but traditional roles of teachers has some impact. The identified factors that affect perception are negative beliefs, irresponsibility, ignorance, lack of willingness and know-how. The study discusses the findings and makes some recommendations.
Table of Contents
1. Introduction
1.1 Background of the Study
1.2 Statement of the problem
1.3 Purpose and Significance of the Study
1.4 Objectives of the study
1.5 Assumptions
1.6 Scope and Limitations of the Study
1.6 Definition of Terms
2. Review of Related Litrature
2.1. History and Definition of Instructional Media Technology
2.2. Instructional Technology Importance in Classroom Teaching
2.3. Factors Affecting Instructional Media Technology Integration in Classroom Teaching
2.3.1. Intrinsic and Extrinsic barriers to instructional media integration in classroom teaching
2.3.2. Positive actions for integrating instructional media in classroom teaching
2.3.4. The situation in Ethiopia: integrating instructional media in classroom teaching
2.4. Instructional Leaders Role in Media Technology Integration in Classroom Teaching
2.4.1. Instructional leadership and its role to integrate media technology into classroom teaching
2.4.2. Supervisors and their role in integrating instructional technology in classroom
2.4.3. Instructional leader’s attitude and perception towards instructional media technology
2.4.3.1. Instructional leaders Attitude towards instructional media
2.4.3.2. Instructional leaders Perception
2.4.3.3. Other factors affecting principals facilitate or inhibit ICT integration
2.4.3.4. Solutions for changing perception that inhibit ICT integration
2.5. Changing instructional media perception and utilization
2.5.1. Changing Trends and perception
2.5.2. Summary of Barriers and Enablers of technology integration in classroom teaching
2.6. Theories and Model of Factors Affecting Perceptions
2.6.1. What is Perception?
2.6.2. Theories of Perception
2.6.3. Attributes of Perception
2.6.3.1. Definition and Principles of Attributes of perception
2.6.3.2. Theories of Attributes of perceptions
2.6.3.3. Perceptual errors
2.6.4. Factors Influencing Perception
2.6.4.1. The perceiver, object or target and the context as factors influencing perception
2.6.4.2. Power and group thinking as a factor influencing perception
2.7. Research conceptual framework
3. Research Methodology
3.1. Research Method and Design
3.2. Study Area
3.3. Participants of the Study
3.4. Sampling Procedure and Sample Size
3.5. Variables
3.6. Instrumentation and Measures
3.7. Data Collection procedures
3.8. Validity and Reliability
3.9. Ethical Consideration
3.10. Data Analysis Method
4. Analysis of Results and Discussions
4.1. Demographics Results and Discussion
4.2. Quantitative Results and Discussion
4.3. Qualitative Results and Discussion
5. Summary, Conclution & Recommendations
5.1. Summary
5.2. Conclusion
5.3. Recommendation
Objectives & Research Themes
The primary objective of this study is to analyze factors and reasons influencing the perception of instructional leaders in the Amhara region of Ethiopia regarding the integration of media technology in classroom teaching. The research aims to evaluate whether differences in training and leadership experience affect these perceptions and to propose actionable solutions for educational stakeholders.
- Comparison of perceptions between trained and untrained instructional leaders.
- Impact of teaching and leadership experience on technology integration beliefs.
- Identification of internal and external factors influencing leadership perception.
- Evaluation of media roles (supplementary vs. substitute) in classroom settings.
- Development of actionable strategies to improve educational media utilization.
Auszug aus dem Buch
1.1. Background
Most people are comfortable to practice what they used to do in the past. When we exposed to something new or a system demands us to incorporate any new method mostly at first we resist. One of the reasons for this resistance could be due to perception problem. Perception problem when it comes to education process it may have adverse effect on student’s achievement. Education is a dynamic process that is always in change with updated curriculum contents, incorporating new teaching-learning methods, and instructional media technologies. The present day is technology-rich environment, where school leaders are faced with difficulties on how to support the integration of technology into meaningful learning activities and how to evaluate the use of technology with their schools (Waxman, Boriack, Lee, and MacNeil, 2013 citing Yu & Durrington , 2006).
The traditional approach of education is teacher-centered where teacher stand in front to lecture and dictate the lesson where as students are more passive participants in learning process. As Ambelu and Gebregzihabher (2011) stated students listen to the information, participate in limited discussion, take notes, and retrieve or recall the information for evaluation purpose (p.374). This traditional approach to instruction, as Sousa (1998) conclusion referring brain researches, will not enough to raise student achievement levels to today’s public satisfaction. The present day world demands new teaching and learning approach to enrich the learning environment.
Summary of Chapters
CHAPTER ONE: INTRODUCTION: Outlines the background of technology integration in education, identifying perception as a core barrier and establishing the research objectives for the Amhara region.
CHAPTER TWO: REVIEW OF RELATED LITRATURE: Provides a comprehensive overview of the history of educational technology, theoretical models of perception, and factors influencing media integration.
CHAPTER THREE: RESEARCH METHODOLOGY: Details the mixed-methods research design, participants (principals and supervisors), and the instruments used for data collection.
CHAPTER FOUR: ANALYSIS OF RESULTS AND DISCUSSIONS: Presents the quantitative and qualitative findings regarding instructional leader perceptions and the factors affecting them.
CHAPTER FIVE: SUMMARY, CONCLUTION & RECOMMENDATIONS: Synthesizes the research findings, offers conclusions on the role of perception, and provides specific recommendations for educational policy and practice.
Keywords
Instructional Media Technology, Instructional Leaders, Perception, Classroom Teaching, Technology Integration, Professional Development, Ethiopia, Amhara Region, School Leadership, Educational Strategy, Media Supplement, Media Substitute, Teacher Motivation, Barriers and Enablers, Educational Reform.
Frequently Asked Questions
What is the core focus of this research?
This study focuses on investigating the factors that influence the perceptions of instructional leaders (principals and supervisors) in Ethiopia’s Amhara region regarding the use of media technology in classrooms.
What are the primary themes examined?
The core themes include the role of leadership in technology integration, the impact of professional training, the distinction between media as a supplement versus a substitute, and the influence of traditional teacher-centered pedagogical beliefs.
What is the main objective or research question?
The study seeks to understand why and how perception barriers hinder the implementation of educational technology and aims to identify effective strategies and solutions to overcome these defaults.
What scientific methodology does the author apply?
The author uses a mixed-methods explanatory survey approach, combining a 31-item Likert-scale questionnaire for quantitative analysis and focus group discussions (FGD) for qualitative data.
What is covered in the main body of the work?
The main body examines historical trends in educational media, psychological theories of perception, empirical evidence on integration barriers, and detailed analysis of survey and focus group data collected from Ethiopian educators.
Which keywords best characterize this work?
Key terms include Instructional Media, Instructional Leadership, Perception, Technology Integration, and Educational Change.
How does experience in teaching affect the perception of instructional leaders?
The research findings indicate that, contrary to expectation, neither general teaching experience nor years of leadership experience show a statistically significant contribution to the perception of media utilization; rather, specific training on media integration is identified as a more critical factor.
What is the proposed role of instructional leaders in media technology integration?
The study concludes that instructional leaders act as vital change agents; they must be committed to allocating resources, providing professional development, and actively monitoring the integration process to ensure technology is used for improving student performance.
- Arbeit zitieren
- Getnet Eshetu (Autor:in), 2015, How to Change Instructional Leaders' Perception. Integrating Education Media Technology in Classroom Teaching, München, GRIN Verlag, https://www.grin.com/document/304085
