Examining school administrators' technology leadership and innovation management levels as factors predicting teachers' technology integration levels

This study investigates the predictive roles of school administrators' technology leadership and innovation management on teachers' technology integration, considering demographic variables such as gender, age, field of teaching, and years of experience. Using a relational survey model, data were collected from 294 teachers in public schools in Hakkari's central district during the 2023–2024 academic year. Instruments included standardized scales on technology leadership, innovation management, and technology integration. Data were analyzed using descriptive statistics, t-tests, ANOVA, Kruskal-Wallis, and multiple regression analyses. Results showed that administrators' leadership and innovation practices were perceived at a moderate level, while teachers reported generally positive technology integration. Gender was a significant factor, with female teachers showing higher integration levels. Technology leadership significantly predicted teachers' integration levels, whereas innovation management did not. The study concludes with implications for educational leadership and policy.