Primary school and secondary school administrators' competencies for technology leadership (Keçiören district)

The aim of this research was to determine primary and secondary school administrators' technology leadership competency according to teachers' opinions. In this research, survey technique was used. The research data were obtained from 445 teachers who were employed in the primary schools and secondary schools in Ankara, Keçiören township in 2015-2016 academic year. In order to collect data, the " School Administrators' Technology Leadership Competency Scale" developed by Sincar (2009) was used. The scale had 4 subscales (human centrism, vision, communication, cooperation and support) and 29 items. The reliability coefficient (Cronbach Alpha) of the scale was ".95". In order to analyze the data obtained in the study, arithmetic mean, standard deviation, t-test and one way ANOVA tests were administered. In this respect the effects of teachers' opinion on teachers' gender, seniority, educational status and school population variables were examined. The findings of the research revealed that teachers found their administrators' technology leadership competence "partly adequate". The highest level of behavior that school administrators have was "Human Centeredness"; and the lowest level behaviors were at "Communication and Cooperation" dimension. It was determined that the education status variable was a significant factor in the teachers' opinions in all sub-dimensions. It was also determined that while the teachers with associate degree found their administrators' technology leadership competency more adequate, as the level of education increased, teachers found their administrators' competency less adequate. While the student population variable has no effect on human centrality and vision sub-dimensions, there was significant factor on the communication and cooperation and support sub-dimensions. While the teachers who worked at a school which had 1000-2000 student population viewed their administrators' technology leadership competency more adequate; those who worked at a school that had more than 2000 students found their administrator' technology leadership competency less qualified. The teachers' opinions were found as an insignificant factor in all sub-dimensions regarding their subject field, gender and seniority variables. Considering the importance of technology, it is not enough for school administrators to demonstrate technology leadership behaviors "partly adequate". They can improve themselves by identifying their deficiencies accordingly.