The relationship between school administrators' technology leadership competencies and school climate

The purpose of this study is to examine the relationship between school administrators' technology leadership competency levels, based on administrators' views, and teachers' perceptions of school climate, based on teachers' evaluations. The study employed a quantitative research design using the relational survey model. The population of the research consists of school administrators and teachers working in public schools in Yozgat province and its districts during the 2023–2024 academic year. The sample was determined through the convenient sampling method and included 260 school administrators (principals and vice-principals) and 360 teachers working in the same schools. Data were collected using the School Administrators' Technology Leadership Competencies Scale and the School Climate Scale. The technology leadership data were obtained from administrators, while school climate data were collected from teachers through both face-to-face and online surveys. Data analysis was conducted using descriptive statistics, independent samples t-test, one-way ANOVA, and Pearson correlation analysis. Findings revealed that school administrators' overall technology leadership competency levels were high, though relatively lower in the systematic development dimension. Teachers' perceptions of school climate were found to be generally positive. No significant relationship was identified between the two main variables, while weak correlations were observed in some sub-dimensions. These results suggest that technology leadership may not directly influence school climate but could have indirect and context-dependent effects. In line with the findings, several practical recommendations were made, including the organization of in-service training programs and technology leadership workshops, the establishment of collaborative technology support teams to encourage teachers' active participation in digital transformation, and the promotion of open communication, collaboration, and participatory decision-making to strengthen the overall school climate. 2025, xii + 90 Pages Keywords: School administrators, technology leadership, school climate, educational management, digital education