Technology leadership competencies of school principals

The aim of this study is to investigate the technology leadership competencies of school principals. According to the opinions of school principals and teachers working in public kindergartens, primary schools, secondary schools and high schools in Duzce province center and districts, technology leadership competencies used by school principals were examined in terms of various demographic variables. The aim of this study is to conduct a study on the technology leadership competencies that school principals should use in order to use the developing technology in school management and to ensure technological integration in educational activities, to interpret the findings of the school principals and to evaluate the results of the technology leadership competencies according to the results, to determine the dimensions that are low and to make suggestions for improvement. In this research, principals (149) and teachers (373) in state kindergartens, primary schools, secondary schools and high schools working in Duzce province in the 2018-2019 academic year were taken as sampling by using stratified sampling method. Perceptions of school principals and school principals about technology leadership competencies were measured by Technology Leadership Competence Scale of Educational Administrators covering NETS-A standards. According to the results of the study, it is seen that the technology leadership competencies on a total scale provide a great deal in the perception of school principals. Managers' perceptions, the highest in the field of digital citizenship; In the field of systematic development, they have the lowest average. There was a significant difference in school principals' attitudes towards technology leadership competence according to gender. In the perception of visionary leadership, digital age learning culture, digital citizenship and technology leadership competence in total scale, it is seen that the male school principals' perception of competence is higher than female school principals. According to the variable, the level of technology leadership of kindergarten principals was found to be low. According to the teachers, the technology leadership competencies of the principals are provided at a medium level, there is no significant difference in the gender variable and it can be said that the technology leadership competencies of the 31-40 age group managers are at a higher level. There is no significant difference between demographic variables such as seniority, education level and institution variables.