Abstract:

The aim of this study is to reveal the relationship between the technological leadership self-capacities and personality characteristics of school managers. A total of 8561 school managers, including school director and assistant director, participated in this work throughout Turkey. In the study, five factors personality inventory and technology leadership self-sufficiency scale were used. This study calculated the arithmetic average and standard deviation values to determine the technological leadership skills and personality characteristics of school managers. However, a canonical correlation analysis was conducted to reveal the relationship between the technological leadership self-capacities and personality characteristics of school managers. According to the results of the research, the school managers have found that the visionary leadership behavior from their technological leadership self-capacity skills is comparable to the digital citizenship behavior. According to another conclusion from the study, it is clear that school managers show neurotic personality behavior at a relatively low level, while self-disciplinary personality behavior at a relatively higher level. The research has found a significant canonical relationship in a positive direction between the personality characteristics of their managers and the technology leadership self-capacity skills. Accordingly, it is understood that school managers with high levels of outward orientation, consensus, self-discipline, experience-openness also have higher technical leadership self-qualification skills. On the other hand, as the level of neurotic personality of school managers increases, it has been seen that the technological leadership self-capacity skills decrease.

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Abstract:

The  aim  of  this  study  was  to  examine  the  relationship  between  school  administrators’technological leadership self-efficacy and their personalitytraits. In this quantitative research,a descriptive model was used. The study  was conducted throughout Turkey and 8561 schooladministrators participated in the study. To get data  from  school administrators, the “FiveFactors Personality Inventory” and “Technological Leadership Self Efficacy Scale” scales wereused. The data was analysed via arithmetic mean, standard deviation and canonical regressionanalysis.  Through  the  findings  it  was  found  that  school  administrators  indicated  visionaryleadership behaviour relatively less and showed self-discipline behaviour more. It was also seenthat there was a significant canonical relationship between school administrators’ technologicalleadership  self-efficacy  and  their  personality  traits  in  a  positive  way.  It  can  be  said  that  thehigher the level of principals’ extroversion, conscientiousness, agreeability and openness to theexperience were, the higher their level of technological leadership self-efficacy. On the otherhand, it was determined that as the levelof neurotic personality of school principals increased,their technological leadership self-efficacy skills decreased.