Determining the perceptions of school administrators against artificial intelligence, data mining and big data concepts

The concepts of artificial intelligence, big data and data mining are the subjects that have attracted attention and have been used in many areas in recent years. However, studies based on these concepts, especially in the field of education, are quite limited in Turkey. The inclusion of big data and data mining concepts in Turkey 2023 Education Vision has emphasized the importance of awareness of these concepts and the up-to-dateness of the subject. Raising a sophisticated generation that can adapt to new and technological developments quickly has become one of the most important issues of the age. When considered in this framework, it is clear that determining the perceptions of school administrators (principals and vice principals) against artificial intelligence, big data and data mining concepts is a subject that should be primarily investigated since they are the ones who carry out education and training activities in line with the aims of National Education and take the leadership role in schools. Therefore, school administrators constitute the research population of this study. This thesis study was designed as a quantitative research model. Within the scope of the study, a questionnaire was developed in line with the purpose of the research. Through this questionnaire, 324 participants working as school administrators in official primary and secondary schools in Aksu, Döşemealtı, Kepez, Konyaaltı and Muratpaşa, which are the 5 central districts of Antalya province, were reached. Simple and Multiple Correspondence Analysis was used as the analysis method of the data collected. As a result of this analysis, graphical approaches with very high explanatory power were obtained, and significant findings hidden within the data structures were revealed as a result of the interpretation of these approaches. In consequence of the analyses, it has been concluded that the recognition levels of the concepts of artificial intelligence, big data and data mining are interrelated. School administrators with a postgraduate degree are better acquainted with these concepts. Therefore, it is of great importance for school administrators to have at least a master's degree and to speak at least one foreign language that is internationally valid. It is noteworthy that school administrators who speak a foreign language also follow technology more closely. Based on the conclusion that school administrators who attend trainings such as in-service training or courses and seminars other than in-service training, know the concepts of artificial intelligence, big data and data mining better, the importance of school administrators' improving themselves continuously becomes evident. It is seen that school administrators, whose undergraduate fields are vocational and technical departments, are better acquainted with the concepts brought about by technology. Considering the efforts to adapt the recently developed robot technology to education, school administrators generally accept the existence of robots in schools, but they argue that the robots should be in a supporting role rather than taking the teacher's place completely. In addition, school administrators demonstrate a positive perspective towards the use of smart boards in schools. Considering that school administrators with more seniority years are closer to technological developments, it is seen that the school administrator training program, which was previously implemented, is much more efficient than the current program. Keywords: Artificial Intelligence in Education, Big Data in Education, Data Mining in Education