An investigation of school managers information technologies leadership and self efficacy in terms of different variables

This study aimed to examine Information and Communication Technologies (ICT) self-efficacy perceptions of school administrators working in Ministry of National Education affiliated public schools and their perception of school technology leadership efficacy according to different variables (gender, age, seniority, management level, educational status, type of school, region, availability of interactive boards in the school they work, foreign language knowledge and computer training) and to identify whether there was a significant relationship between administrators' perceptions of ICT self-efficacy and technology leadership efficacy at school. Relational survey design, a quantitative method, was used in the study along with the scale technique. The study group in this research was composed of 214 school administrators employed at the city center, districts, and towns of Bolu. Self-Efficacy Scale for Information Technologies Usage and Technology Leadership Self-Efficacy Scale were used as data collection tools to determine whether there was a relationship between administrators' information and communication technologies self-efficacy perceptions and their technology leadership self-efficacy perceptions at school. Study results demonstrated that school administrators' ICT self-efficacy perceptions were "high"; school administrators' ICT self-efficacy perceptions did not differ according to gender, the regions they worked in, type of school, job title, seniority in teaching, seniority in administration and availability of interactive boards in their schools. However, age, status of education, availability of ICT personnel in their schools, foreign language level and training in information technologies were found to be effective variables. School administrators' technology leadership efficacy perceptions were determined to be "high", and their perceptions did not change according to gender, age, region of duty, type of school, job title, seniority in teaching, seniority in administration, availability of ICT personnel in their schools, availability of interactive boards in their schools. However, school administrators' technology leadership efficacy perceptions were found to change based on level of education, foreign language level, and training in information technologies. In addition, a positive and significant relationship was found between school administrators' ICT self-efficacy perceptions and technology leadership efficacy perceptions in school in the process of technology integration in education. Based on the study results and being aware of the fact that school administrators' leadership characteristics are significant force multipliers in the success of technology integration process; it is suggested to give priority to select school administrators who can display the characteristics required by leadership as well as exhibit leadership behaviors when confronted with unexpected and emerging situations. Leadership dimension should be added to the criteria when determining school administrators. While planning pre-service and in-service training for teachers, one of the components of the school, the requirements and needs in regard to leadership, administration, and the application of technology in schools can be identified and included in these trainings. School administration could be considered as a separate profession, job definitions of school administrators could be renewed and school administration could be made attractive as a profession.