School Principals’ Technological Leadership Self-Efficacies and 21 st Century Teacher Skills

Abstract

This research aims to explore the technological leadership self-efficacy (TLS) of school principals and their use of 21st-century teacher skills (CTS). Furthermore, the study investigates potential variations in self-efficacy and teacher skills among school principals based on certain variables, including gender, administrative seniority, teaching seniority, education status, participation in in-service training on information technologies, and daily average internet use. The research employs a correlational survey model, a quantitative methodology, to scrutinize the interplay between school principals' TLS and their proficiency in 21st CTS. The study encompasses 102 voluntary school principals employed in public schools during the 2021-2022 academic year as participants. Three data collection instruments are utilized within the study. The data analysis involves descriptive statistics, t-tests for unrelated samples, ANOVA, Pearson correlation analysis, and regression analysis. The research findings indicate that the mean scores for school principals' TLS and their use of 21st CTS are notably high. A moderate, positive, and statistically significant correlation is observed between school principals' technological leadership self-efficacy and their utilization of 21st CTS. Additionally, it is deduced that school principals' 21st CTS significantly predict their TLS. Seminars could be considered to enhance the competencies of school principals in adapting to changing learning-teaching environments driven by technology.

Keywords

• 21 st century skills
• school principals
• technological leadership
• 21. yy becerileri
• okul yöneticileri
• teknoloji liderliği