Examining the technological leadership self-competences of high school principles

The purpose of this quantitative research is to examine the technological leadership self-efficacy of high school principles and to examine their the technological leadership self-efficacy levels in terms of various variables. The research group consists of 136 high school principals in Bursa Nilüfer district in the 2020-2021 academic year. School principals were surveyed using "Technological Leadership Self-Efficacy Scale for School Administrators" adapted into Turkish by Hacıfazlıoğlu, Karadeniz and Dalgıç (2011) using ISTE (International Society for Technology in Education). The scale consists of "Visionary Leadership", "Digital Age Learning Culture", "Excellence in Professional Practice", "Systematic Development" and "Digital Citizenship" dimensions. Data analysis was carried out using SPSS Version 26. An independent sample t-test was conducted in the data analysis on whether principals' technological leadership is statistically significant in terms of educational status, taking in-service training on information technologies, having an information technology class, running an e-twinning project, and the school's involvement in the Fatih project. One-Way ANOVA test was conducted to determine whether the technological leadership self-efficacy levels of school principals differ significantly in terms of years of service. The study revealed that the technology leadership self-efficacy levels of high school school principals were "sufficient". Technology leadership self-efficacy levels of high school school principals were the highest in the "Digital Citizenship" construct, and the lowest in the "Visionary Leadership" construct. In addition, the technology leadership self-efficacy of school principals differed in the construct of "Excellence in Professional Practice" in terms of the educational status. There was a significant difference between school principles with 16 or more years of experience and those with 1-5 years of experience. There was also a significant difference in the "Visionary Leadership" construct in terms of attending an in-service training variable. No significant difference was found in terms of the variables of possessing an Information Technology class, taking part in the Fatih project and creating an e-twinning project.At the end of the study some suggestions are given to improve school principals'technological leadership self efficacy skills.