School Principals' Technology Leadership Competency and Technology Coordinatorship.

Abstract

The aim of this study is to determine the primary and high school principals’ competency in technology leadership and so to define implications for advanced competency. The population of the study was formed by 134 school principals in Maltepe and Kadikoy districts in Istanbul. On account of the fact that population was reachable, no specific sampling method was used for the present study. The research survey named NETS-A the Principal Technology Leadership Assessment (PTLA) was adapted into Turkish as a result of Confirmatory Factor Analysis (CFA) indicating goodness of fit indices in 3 dimension (CMIN/df=1.547/CFI= .913/RMSA= .082) and Exploratory Factor Analysis (EFA) which revealed 3 factors explaining % 64 of total variance. Internal consistency reliability of the survey was determined with Cronbach’s alpha coefficient (α= .95). According to the results of the current study, school principals were adequate for technology leadership at a “significant” level (M = .85, SD = .54), while their competency in “leadership & vision” dimension of technology leadership has the lowest value (M = .78, SD = .68) compared to other dimensions. Additionally, it was found that female school principals are more adequate for “leadership & vision” dimension than their male colleagues (p< .05). Besides, it was determined that schools owning information technologies coordinator teacher are more adequate for “learning & teaching” dimension of technology leadership (p < .05).

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