Evaluation of School Administrators' Technological Leadership Skills According to Teachers' Views

This study aimed to examine and evaluate school administrators' technological leadership competencies based on teachers' perceptions. The survey model, a quantitative research method, was employed. The population consisted of teachers working in public schools in Mardin province, while the sample included 199 teachers (92 female and 107 male) selected using simple random sampling. Data were collected via the Technological Leadership Scale, and the SPSS software package was used for data analysis. Analytical methods such as mean score, frequency, percentage, t-test, ANOVA, and Tukey tests were applied. According to the analysis, teachers perceived school administrators' technological leadership competencies at the "agree" level overall and in the sub-dimensions of motivation, guidance, infrastructure, and law. No significant differences were found in teachers' perceptions of technological leadership competencies based on gender, marital status, educational level, or years of service across both the overall scale and the sub-dimensions (p > .05). However, a significant difference was observed regarding the age variable in the overall scale and in the sub-dimensions of orientation and motivation (p < .05), while no significant difference was found in the law and infrastructure sub-dimensions (p > .05). Based on these findings, it is recommended to provide school administrators with in-service training and similar initiatives to enhance their technological leadership competencies.