School administrators' managing alteration competencies and technological leadership

This study aimed to determine primary and secondary school administrators' competencies of managing alteration and technological leadership capability. The study was conducted with school administrators working in official primary schools and secondary schools affiliated tothe Ministry of National Education in the provinces of Manisa, districts of Şehzadeler and Yunusemre. In this research, it was studied on the universe without taking samples. The study was conducted with 203 school administrators working in official primary schools and secondary schools affiliated to the Ministry of National Education in the provinces of Manisa, districts of Şehzadeler and Yunusemre in 2017-2018 academic year. In the study, the obtained data was gethered with "Technological Leadership Competency Scale of Educational Administraters" and "Elementary School Administrators' Managing Alteration Scales", by using descriptive scanning model. The data obtained were analyzed through the IBM SPSS Statistics package program. Arithmetic mean, t-test and one way analysis of variance (ANOVA) were used in the analyzes since it was determined that the data were normal distributions. LSD test was applied when the significant differences were seen. The correlation analysis was performed for the relationship between "Technological Leadership" and "Alteration Management" competencies of school administrators. According to the research results; school administrators' technological leadership competencies was seen at a level of "high rate". When school administrators' technological leadership competencies were examined in terms of sub-dimensions, it is seen the "digital age learning culture" is the highest and "the systematic development" is the lowest rate. School administrators' alteration management competency was seen at the level of "most". As the school administrators' alteration management competencies were examined in terms of sub-dimensions; it was seen the alteration assessment competency at school is the most sufficent and the alteration necessity determination competency at school is the least sufficent according to other dimensions.According to the school type variance, there wasn't seen any meaningful difference on school administrators' technological leadership and alterartion management competency sub-dimension. No meaningful variation was seen on school administrators' technological leadership competency sub-dimensions in complience with the seniority in management. In point of the seniority in management, no meaningful variation was seen on the school administrators' alteration management competency sub-dimensions: "Preparing Alteration Process at School", "Applying The Alteration at School" and "Alteration Assessment at School". But, according to the sub-dimension "Alteration Necessity Determination at School", there was seen a significant difference. School administrators who have 1 to 5 year of management seniority were determined to have higher alteration management competency according to the administrators who have 11 years and over. It has been found that there is a moderate and statistically significant relationship between the positive effects of school managers' ability to manage change and technological leadership competencies.