The effect of school's digital maturity level on school administrators' agile leadership skills

The purpose of this programming is to reveal that the level of digital maturity does not show significant differences according to the details of the management leadership of the school scheme and various variables. In this direction, "Digital Maturity Scale" and "Agile Leadership Scale in Educational Organizations" were developed and used within the scope of the research. Research integrity, digital maturity, diversity reveal a persistently significant but low impact on management leadership. Likewise, you find a positive but weak relationship between the level of digital maturity and executive leadership. It has been determined that school administrators' opinions regarding the digital maturity level are generally high. When evaluated in terms of the gender variable, it was seen that male and female managers exhibited similar attitudes towards the digitalization process. When evaluated in terms of the faculty from which they graduated, it has been determined that the opinions of administrators who graduated from the faculty of education and other faculties regarding the digital maturity level are very close to each other and at a high level. There was no significant difference between the perceptions of administrators who worked between 0-4 years and 4-8 years in terms of the time spent at the school variable. Considering the variables of whether there is a technology design workshop and an information technologies teacher at school, significant differences were observed in the digital maturity perceptions of school administrators. However, significant differences were observed in digital maturity perceptions according to the age variable. Additionally, significant differences were detected according to the branches of managers. In terms of the school level variable, it was seen that the opinions of administrators working at pre-school, secondary school and high school levels regarding the digital maturity level were more positive than those of primary school administrators. On the other hand, a significant difference was found according to the variable of the type of high school in which the student worked. It has been observed that as the time spent in management increases, perceptions regarding technological infrastructure and general digital maturity level also increase. Findings regarding agile leadership skills show that managers' views on these skills are generally high. No significant difference was found in the variables of gender, time spent at the school, age, type of high school and administrative tenure. However, it was determined that there was a significant difference in agile leadership skills and some sub-dimensions depending on the variables of the faculty graduated, branch and school level.