Fulfilment levels of school administrators' technology leadership roles

The research was designed in descriptive screening model in order to examine teachers' perceptions of the school administrators' level of performing technology leadership roles and whether these levels differ according to some demographic variables depend on gender, educational status, seniority and school type. The target population of the research is composed of teachers working in primary, secondary and high schools in Efeler district of Aydın province in the 2018-2019 academic year. The study was carried out with 392 teachers who were selected with stratified sampling method and who participated in the study voluntarily. Data was collected by "Personal Information Form" and "Technology Leadership Scale". The analysis of the data was performed with descriptive and evidence-based statistical techniques. As a result of the research, teachers' perceptions of school administrators about technology leadership was found in the form of human orientation, communication-cooperation and vision-support respectively. Teachers' perceptions of technology leadership were relatively high in all dimensions and in general. Teachers' perceptions of technology leadership do not differ according to gender but there were statistically significant differences in terms of educational status, seniority and school type. The scores of the associate degree graduate teachers in terms of vision-support and general technology leadership were higher than the teachers who graduated from degree and master degrees. In terms of communication-cooperation, the scores of associate degree graduates were relatively higher than that of degree graduates. In the sub-dimensions of vision-support and communication-cooperation, the scores of the teachers with seniority of 21 years and above were relatively higher than the teachers with seniority of 10 years and below. In general technology leadership and in all sub-dimensions, primary school teachers' scores were higher than secondary and high school teachers' scores, and secondary school teachers' scores were relatively higher than high school teachers' scores. Based on these findings, various suggestions have been put forward for practitioners and researchers to develop the technology leadership behavior exhibited by school administrators. This study also aimed to reveal the underline reasons for high school teachers, low-seniority level teachers and high- education level teachers' perception of low technology leadership.