Fulfilment Levels of School Administrators' Technology Leadership Roles

Abstract

The research was designed in descriptive screening model to examine school administrators' level of performing technology leadership roles and whether these levels differ according to some demographic variables. The target population of the research is composed of teachers working in primary, secondary and high schools in Efeler district of Aydın province in the 2018-2019 academic year. The study was carried out with 392 teachers. Data was collected by “Personal Information Form” and “School administrators' Technology Leadership Scale”. The analysis of the data was performed with descriptive and evidence-based statistical techniques. Teachers' perceptions of technology leadership were relatively high in all dimensions and in general. Teachers' perceptions of technology leadership do not differ according to gender but there were statistically significant differences in terms of educational status, seniority and school type. In the vision - support dimension and general technology leadership, the scores of associate degree graduates are higher than that of undergraduate and graduate graduates. In the communication-collaboration dimension, the scores of associate degree graduates are higher than that of undergraduate graduates. In the sub-dimensions of vision-support and communication-cooperation, the scores of the teachers with seniority of 21 years and above were relatively higher than the teachers with seniority of 10 years and below. In general technology leadership and in all sub-dimensions, primary school teachers' scores were higher than secondary and high school teachers' scores, and secondary school teachers' scores were relatively higher than high school teachers' scores. Based on these findings, various suggestions were offered to practitioners and researchers to protect and improve the technology leadership behaviors exhibited by school administrators.