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The objectives of this quantitative research were to: 1) study the level of technological leadership, school climate, technology literacy, academic optimism and teaching effectiveness of English language teachers in world class standard schools; and 2) develop and investigate congruence of a causal model of technological leadership of administrators and school climate, mediated by technology literacy and academic optimism, affecting teaching effectiveness of English language teachers in world class standard schools. A sample of 460 was selected by multistage random sampling technique from foreign language department heads and English teachers of those schools in the 2016 academic year. The research instrument was a questionnaire constructed by the researcher, with the content validity of 0.80-1.00 and the reliability of 0.93-0.95. Structural Equation Modeling (SEM), analyzed using a computer program, was used to test and validate the model.
The findings were as follows. 1) Technological leadership, school climate, technology literacy, academic optimism and teaching effectiveness of English language teachers were at the high level. 2) The developed causal model of technological leadership of administrators and school climate, mediated by technology literacy and academic optimism, affecting teaching effectiveness of English language teachers in world
class standard schools was congruence with empirical data (Chi-square/df=1.73, GFI=0.96, RMR=0.034, RMSEA=0.040). Technological leadership of administrators, technology literacy, and academic optimism had direct influence on teaching effectiveness of English language teachers; while technological leadership of administrators, and school climate had indirect influence on teaching effectiveness of English language teachers.
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