Validity and reliability study of the school technology leadership scale according to teachers’ perceptions

School principals should have school technology leadership skills in order to manage technology integration into teaching and learning activities effectively and efficiently. The ‘School Technology Leadership Scale’ was developed by Grace in 2020 to assess principals’ technology leadership skills from the perspective of the teachers. The scale was presented in five dimensions, but Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were not conducted by Grace in 2020. In the present study, the scale was adapted and modified for a different national school system and language in Türkiye by following an eight-stage process. The factor structure and factor loadings were determined by conducting EFA without removing any items from the original scale, and a two-factor structure was obtained. The validity and reliability of the adapted scale were examined with Cronbach’s alpha analysis, item analysis, composite reliability of the new scale structure, intraclass correlation coefficient (ICC) tests, EFA and CFA. The findings indicate that there is a concomitant increase in the perception of technological leadership as the score on the scale increases. The adapted scale is a suitable tool to assess the perceptions of teachers in relation to their principals’ technology leadership skills. Determining the indicators of technology leadership skills are important since school principals should develop technological leadership skills to 1) facilitate access to novel technologies in an effective teaching and learning process, 2) support effective learning, 3) render the school management process more practical, transparent, rational and data-driven and 4) promote effective utilization of technology.