Abstract:

Social, political, economic and cultural changes that take place at a global level, leads to new trends and challenges in the field of education. These changes have led the European Union to institutionalize a framework for action on education, to address new challenges such as globalization, multiculturalism, competitiveness, the use of Information and Communications Technologies (ICTs), the e – integration and the removing of the Digital Divide.
The use of ICTs in education is a teaching and a learning tool, as long as an important tool for administrative organization. Many times, however, appear difficulties in ICT integration due to various weaknesses and shortcomings, as a result of unsatisfactory utilization. The main educational system at central, regional and local level produces an enormous amount of information and digital data that require efficient storage and processing. The ICT use helps speed up the integration of administrative functions, while ensuring a modern method of administration, giving faster administrative transactions.
The way people perceive and face new tools and technologies, much like the way they perceive and face other people. The media users have different predispositions to the media. Accordingly, such predispositional factors affect the patterns of human use of resources and the implications of using these resources. In this research we focus on two dominant predispositional factors on computers, arising from the review of investigations, which are: the Self-efficacy and the Computer Anxiety.
The main purpose of this research is to investigate the effect of predispositional factors of executive education, in school organization and administration with the support of new technologies. The research questions focus on exploring the predispositional factors of staff training in relation to their gender, age, educational level and the positive or negative correlation with the degree of ICT use. Our sample was 75 individuals (principals and school counselors) from the Educational Directorates of Attica.
The results in our survey indicate a positive relationship between self-efficacy in ICT use and exposure to them, as long as a negative relationship between anxiety during ICT use and exposure to them. Also it suggests that men tend to have greater self-efficacy in using ICTs than women. The self-efficacy has also a positive effect on the extent of ICT use. The greater the self-efficacy of individuals in ICT use, the greater the exposure to them. Generally the results suggest that the self-efficacy in using ICTs and the nervousness during the ICT use plays a key role in shaping the use of incentives to ICT use.
Political and educational leaders should realize the possible negative effects of anxiety while using ICT, if they wish to promote the development of "Information Society". Moreover, the anxiety during the ICT use would be an obstacle to spread their use and may cause the persistence of people to use traditional technologies. We believe that people will enhance their self-efficacy if they increase their ICT skills. Also, anxiety during ICT use will be reduced with more education and experience. Anxiety during ICT use is negatively related to self- efficacy of its use. As a result improving self-efficacy may reduce computer anxiety.

Keywords:

Predispositional Factors, ICT, Educational Management.