Investigation of the relationship between school principals' digital leadership and teachers' digital literacy with individual innovativeness

Purpose: The aim of this research is to determine the digital leadership of school administrators and teachers' digital literacy competencies and individual innovativeness perceptions and to reveal the relationship between these variables. In addition, it is to determine whether school administrators' digital leadership and teachers' digital literacy competencies predict individual innovativeness. Method: In the study, the correlational research design, which is one of the quantitative research methods, was used to determine the relationship between the digital leadership of school administrators, digital literacy competencies of teachers and their individual innovativeness. The sample of the study, determined by simple random sampling method, consists of 455 teachers working in 11 different high schools and secondary schools in Adana province's Çukurova, Sarıçam, Seyhan and Yüreğir central districts. In this study, data were collected through the School Principal Technological Leadership Behavior Scale, Digital Literacy Scale and Individual Innovativeness Scale. Results: According to the descriptive statistics results made within the framework of the research, the general averages of school administrators' technological leadership behavior scale (X̄=3.81), digital literacy scale general averages (X̄=4.29) and individual innovativeness scale general averages (X̄=3.88) were calculated. Correlation analysis revealed that a positive and significant relationship was found between teachers' individual innovativeness and school administrators' digital leadership, and between teachers' individual innovativeness and digital literacy competencies. In addition, multiple linear regression analysis was carried out to predict individual innovativeness variable by using the variables of school administrators' digital leadership and teachers' digital literacy competencies. Multiple linear regression analysis showed that school administrators' digital leadership and teachers' digital literacy competencies predict individual innovativeness positively and significantly by fourteen percent. Conclusion and Suggestions: The digital leadership of school administrators and the high perception of teachers' digital literacy competencies increase the level of individual innovativeness positively. Therefore, according to teachers' perceptions, high digital leadership of school administrators and high digital literacy competencies of teachers will contribute positively to the individual innovativeness of teachers. With the support and motivation of school administrators with their digital leader attitude, it is recommended that teachers develop their digital literacy competencies and prepare the ground suitable for them to direct digital changes and transformations with an innovative perspective. Keywords: Digital Leadership, Digital Literacy, Individual Innovativeness