Abstract
Teacher information literacy is an important aspect of teachers' professional development and is affected by the school environment. From the perspective of principals, this study discusses the impact of principals' information leadership (PIL), organizational climate (OC), and ICT implementation strategies (IMS) on teachers' information literacy (TIL) and further analyzes the complex system of TIL and the relationship between these factors. Through chain intermediary analysis, this study shows that teachers' information literacy is not only directly affected by their principals' information leadership but also indirectly affected by the chain intermediary effect of organizational climate and ICT implementation strategies. It provides insights into how to cultivate teachers' information literacy in the school system and puts forward some optimization paths to create the best conditions for improving teachers' information literacy.
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Data availability
The datasets generated during and/or analysed during the current study are not publicly available due to personal privacy information related to principals and teachers, but are available from the corresponding author on reasonable request.
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The authors are grateful to those who contributed to the research at various phases.
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The research has been made possible through the financial support of the National Natural Science Foundation of China under Grant No. 61907018 and No. 62177026, and the Central China Normal University National Teacher Development Collaborative Innovation Experimental Base Construction Research Project under Grant No. CCNUTEIII 2021–01.
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Chen, M., Liu, Y., Li, Z. et al. Promoting teacher information literacy from a principal's perspective based on intermediate chain analysis. Educ Inf Technol 27, 13067–13087 (2022). https://doi.org/10.1007/s10639-022-11157-7
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DOI: https://doi.org/10.1007/s10639-022-11157-7