Öz
The main purpose of this study is to examine the opinions of teachers about technology leadership roles of school principals during the Covid-19 pandemic. The study, which utilized qualitative research methods, was designed as a survey study. Sample group of the study constituted of 259 teachers. Data of the study was collected with “Elementary School Principals’ Technology Leadership Role Scale” and analyzed via descriptive statistics, independent sample t-test, one-way ANOVA and Mann Whitney-U test. According to the results, both elementary school teachers and subject matter teachers think that school principals successfully demonstrated the role of technology leadership roles during the Covid-19 pandemic. As a result of the analyses conducted to determine whether teachers' opinions vary according to various variables, it was concluded that there are no differences in terms of the entire scale and its dimensions based on genders and seniority of teachers. In terms of the working domain, it was seen the opinions of elementary school teachers on vision dimension are higher than those of subject matter teachers. Based on the results, some recommendations which can contribute to both implementation and theory have been developed. Accordingly, conducing researches which employ multiple data collection methods and tools to investigate technology leadership roles of school principals is considered important.
Anahtar Kelimeler
Kaynakça
- AlAjmi, M. K. (2022). The impact of digital leadership on teachers’ technology integration during the COVID-19 pandemic in Kuwait. International Journal of Educational Research, 112, 1-10.
- Akturk, A. O., & Delen, A. (2020). The relationship between teachers’ technology acceptance levels and selfefficacy beliefs. Science, Education, Art and Technology Journal (SEAT Journal), 4(2), 67-80.
- Anderson, R. E., & Dexter, S. (2005). School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Quarterly, 41(1), 49-82.
- Antonopoulou, H., Halkiopoulos, C., Barlou, O., & Beligiannis, G. N. (2021). Transformational leadership and digital skills in higher education institutes: during the COVID-19 pandemic. Emerging Science Journal, 5(1), 1-15.
- Banoglu, K. (2011). School principals’ technology leadership competency and technology coordinatorship. Educational Sciences: Theory and Practice, 11(1), 208-213.
Öz
Kaynakça
- AlAjmi, M. K. (2022). The impact of digital leadership on teachers’ technology integration during the COVID-19 pandemic in Kuwait. International Journal of Educational Research, 112, 1-10.
- Akturk, A. O., & Delen, A. (2020). The relationship between teachers’ technology acceptance levels and selfefficacy beliefs. Science, Education, Art and Technology Journal (SEAT Journal), 4(2), 67-80.
- Anderson, R. E., & Dexter, S. (2005). School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Quarterly, 41(1), 49-82.
- Antonopoulou, H., Halkiopoulos, C., Barlou, O., & Beligiannis, G. N. (2021). Transformational leadership and digital skills in higher education institutes: during the COVID-19 pandemic. Emerging Science Journal, 5(1), 1-15.
- Banoglu, K. (2011). School principals’ technology leadership competency and technology coordinatorship. Educational Sciences: Theory and Practice, 11(1), 208-213.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Hayat Boyu Öğrenme |
| Bölüm | Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Nisan 2024 |
| Gönderilme Tarihi | 1 Haziran 2023 |
| Yayımlandığı Sayı | Yıl 2024 Cilt: 25 Sayı: 2 |