ABSTRACT

Advances in information technology and communication through new social media platforms have enormous benefits in many contexts, including education. At the same time, self-distractive use of technology – or ‘absent presenteeism’ – can have negative effects in the classroom. The main research question of this study is the relationship between organisational leadership, enforcement of discipline and self-distractive use of technology in the secondary school setting. The finding indicated that the permissive style of discipline appeared to be the most effective at reducing self-distractive mobile phone use. However, a more authoritative style of discipline, short teacher tenure and the principal’s transformational leadership style contributed to high self-distractive mobile phone use. The authors rely on empirical data collected in Israeli public high schools from two independent sources: 144 teachers and 591 students, which yielded 4440 teacher-student events. Implications of the findings are discussed in the context of the school setting characterised by rapid changes in technology.

摘要

在包括教育在内的许多情况下，通过新的社交媒体平台进行的信息技术和通信的进步都具有巨大的好处。同时，对技术的自我分散使用（或“缺席的出席者”）可能会对教室产生负面影响。这项研究的主要研究问题是中学阶段组织领导，纪律执行与技术自主使用之间的关系。该发现表明，宽松的纪律风格似乎在减少自发性手机使用方面最为有效。但是，更权威的纪律，较短的教师任期和校长的变革型领导风格促成了高自发性手机的使用。作者依赖于以色列公立高中从两个独立来源收集的经验数据：144名教师和591名学生，产生了4440次师生事件。在技​​术迅速变化为特征的学校环境中讨论了研究结果的含义。