Okul Yöneticilerinin Teknoloji Liderliği Yeterlikleri
Technology Leadership Competencies of School Administrators

Summary/Abstract: The purpose of this research is to demonstrate the technology leadership competencies of primary, elementary and high school administrators. With this main aim, the dimensions of the leadership skills of the administrators have been examined in terms of factors such as the length of their duties as administrators, years of professional service, the school they graduated, their gender, or the institution they work in. The study is a quantitative study and is designed in a screening model. The research was carried out with the administrators in Giresun city center. For the research, primary school, elementary school and high school administrators and assistant administrators in the province center were reached. The research was conducted during the fall semester of the 2017-2018 academic year. A total of 33 primary school, 32 secondary school and 55 high school administrators participated in the research. The "Technology Management Leadership Qualifications Scale of Educational Administrators", which was developed by Köksal BANOĞLU and composed of 32 items, was used to collect data on the research. The research scale consists of visionary leadership, digital age learning culture, excellence in professional development, systematic development and digital citizenship sub-dimensions. The SPSS package program was used to analyze the data. As a result of the research, it has been seen that the technology leadership qualities of elementary school, elementary school and high school administrators are in good level both in terms of general and sub categories except systematic development. School administrators are at the highest level in terms of technological leadership in the digital citizenship dimension but at a relatively lower level in terms of systematic development. Although there are small differences according to personal characteristics, the leadership abilities of school administrators do not make a meaningful difference in terms of variables such as the length of their duties as administrators, years of professional service, the school they graduated, their gender, or the institution they work in, computer sufficiency, and internet use situations.

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