An analysis of Turkish elementary school administrators? technology leadership roles

This study aims to reveal the elementary school administrators? technology leadership roles, according to elementary classroom and subject teachers? perception, and to evaluate these roles.In this mixed method research both qualitative and quantitative methods were used. As quantitative method ?Elementary School Principals? Technology Leadership Role Scale? which was developed by the researcher and as qualitative method semi-structured interview technique was used. The population of the research was 6023 classroom and subject teachers working in Şahinbey and Şehitkamil central districts of Gaziantep in 2008-2009 education year in Turkey. As quantitative method, cluster sampling method was used. The surveys from 386 teachers of 14 state schools were assessed. Maximum variety sampling was used to define the sample for qualitative method in this research. Eighteen teachers took part in semi-structured interview. In order to determine whether elementary school principals? technology leadership role differentiate, in respect of the independent variables such as subjects, gender, experience years in teaching, and number of students; parametric analyze technique was used if the variance were homogeneous and nonparametric analyze technique was used if the variance were non-homogeneous. Pearson correlation was used in order to determine the relationship between the elementary school principals? technology leadership roles. Qualitative data was analyzed with the content analyze.According to the findings obtained from research results;According to the opinion of classroom and subject teachers, the technology leadership roles of the elementary school administrators such as human-centered, vision, communication and cooperation were performed partially, support role was determined to be performed enough. It was assured that findings obtained from quantitative research techniques were also supported by findings obtained interviews which was one the techniques of qualitative part.No significant differences between the views of subject teachers and classroom teachers were found about elementary school administrators? technology leadership roles,The results revealed that there were statistically significant differences in terms of gender variable among the views of the classroom teachers, related to the role of the vision of the elementary school administrators; among the views of the branch teacher, on the role of communication and cooperation.In terms of seniority variable, there were significant differences among the views of classroom teachers about the role of administrator?s technology leadership roles in elementary schools. On the other hand, no significant differences were found among the subject teachers of elementary schoolsIn terms of student number of schools, no significant differences were found between the views of teachers about elementary school administrators? role of technology leadership. However, there were significant differences among subject teachers? views about elementary school administrators? technology leadership roles considering roles in vision and human-centered components.