School principals' technological leadership behavior and crisis management skills and teachers' attitudes towards distance education

The purpose of this research is to examine the technological leadership behavior and crisis management skills of school principals and the attitudes of teachers towards distance education according to teachers' opinions. This quantative study was designed in accordance with the survey method and the population of the research consists of 270 classroom teachers and branch teachers working in the public/private primary schools in Zonguldak and seven districts of Zonguldak during the 2020/2021 academic year. According to the opinions of teachers working in the public/private schools affiliated to the the Ministry of National Education, three measurement scales were used: The scale of the Technology Leadership Roles of Primary School Administrators, the Questionnaire of the Crisis Management Skills of Primary School Principals and the Scale of Teachers' the Attitudes Towards Distance Education. As a result of the analysis of the study, it has been determined that the technological leadership roles of the school principals and the crisis management skills of the school administrators are at a high level, and the teachers' attitudes of distance education are at a low level according to the opinions of the teachers. When the relationship between the variables is examined; no significant relationship was found between teachers' attitudes of distance education, the technology leadership roles of school principals and teachers' attitudes of distance education and school principals' crisis management skills. When the results were analyzed according to the regression analysis, it was determined that the technological leadership roles of school principals and their crisis management skills were not significant predictors of teachers' attitudes towards distance education. According to the gender variable, general attitude towards distance education was in favor of male teachers; marital status variable, the sub-dimension of pre-crisis period was in favor of single teachers; the school type variable, general attitude towards distance education and advantage sub-dimension of distance education and the pre-crisis period sub-dimension of crises management skills were in favor of private schools. According to the school level variable, general technology leadership and the support and individual centeredness sub-dimensions of technology leadership roles and general crisis management skills and crisis period sub-dimension of crises management skills were against kindergartens. There was no significant difference according to the teachers' branch and district variables.