Investigation of information and communication technologies selfefficacy perceptions of school administrators and teachers

It is of great importance for school administrators and teachers to be equipped with information and communication technology (ICT) competencies so that they can effectively use technology in learning environments. The purpose of this study was to determine the ICT competencies of school administrators and teachers as instructors as well as the effect of such demographic variables as gender, work experience, branch, and school type on their ICT competencies. This present study was designed as a survey research methods from the quantitative models. I developed separate data collection instruments based on the each title in the standarts for educators issued in 2017 and educational leaders issued in 2018 by International Society for Technology in Education (ISTE) in order to examine the ICT competencies of school administrators and teachers. For the validity and reliability issues of the scales, I recruited a total of 329 school administrators and 540 teachers in Amasya province. Further, a total of 315 school administrators and 1207 teachers working in 12 statistical regions in Turkey classified by Eurostat, the Statistical office of the EU, so as to determine the ICT competencies of school administrators and teachers working at schools affiliated to the Ministry of National Education (MoNE) across Turkey. For the analysis of the data, I carried out exploratory factor analysis (EFA), confirmatory factor analysis (CFA), descriptive statistics such as percentage, frequency, arithmetic mean, independent samples viii t-test and one-way variance analysis (ANOVA). The findings have revealed that school administrators have high level of self-effifacy beliefs in the "Equity and Citizenship Advocate", "Empowering Leader", "Systems Designer" and "Connected Learner" scales and moderate level of self-effifacy beliefs in the "Visionary Planner" scale. Further, there is no statistically significant difference between gender, work experience, educational background and professional development activities and their ICT competencies. Teachers, on the other hand, have high level of self-efficacy beliefs in the "Learner", "Citizen", "Collaborator", "Facilitator" and "Analist Scales" and moderate level of self-effifacy beliefs in the "Leader" and "Designer" scales. What is more, there is statistically significant difference between gender, educational background, work experience, branch and school type and their ICT competencies.