School principals' technological leadership self-efficacies and 21st century teacher skills

In this study, it is aimed to examine the technology leadership self-efficacy and the use of 21st century teacher skills of school principals. In addition, it was examined whether there was a difference according to the variables such as gender, years of managerial service, years of teacher service, educational status, in-service training on information and communication technologies, and daily average internet usage time. The relationship between school principals' technology leadership self-efficacy and their use of 21st century teacher skills was also investigated. Relational survey model, one of the quantitative approaches, was used in the research. The participants of the research are school principals working in public schools affiliated to the Republic of Ministry of National Education in Kırşehir in the 2021-2022 academic year. 102 school principals participated in the study on a voluntary basis. Three data collection tools were used. One of the data collection tools is demographic information form. The second is "Technological Leadership Self-Efficacy Scale for School Administrators", which was adapted into Turkish by Hacıfazlıoğlu, Karadeniz, and Dalgıç (2011), using ISTE (2009) technology leadership standards for school administrators. The third was developed by Orhan Göksun (2016); "21st Century Teacher Skills Use Scale". In the analysis of the data, descriptive statistics, t-test independent samples t-test, ANOVA, Pearson correlation analysis and regression analysis were also performed. As a result of the research, it was seen that the school principals' technology leadership self-efficacy average scores were high. While there was a significant difference in the technology leadership self-efficacy of school principals in favor of the fields according to their in-service training on information technologies. No significant difference was found according to the variables of gender, years of managerial service, years of teaching service, education status, and daily average internet use. It was concluded that the school principals' 21st century teacher skills use average score is very high. While the use of 21st century teacher skills by school principals differs significantly according to the years of managerial service and in-service training on information technologies. There is no significant difference according to the variables such as gender, years of teacher service, education level, and daily average internet use. A middle level, positive and significant relationship was found between school principals' technology leadership self-efficacy and their use of 21st century teacher skills. In addition, it was concluded that school administrators' 21st century teacher skills were a significant predictor of technology leadership self-efficacy.