Abstract:

This study is a quantitative study carried out to analyse the relationship between school administrators' technology leadership competencies perceptions and innovation management with the aim of improving professional skills of school administrators in Turkey’s Education Vision 2023.  In this research, a comparative relational screening model, one of the quantitative research methods, was used. The population of the study consisted of 172 administrators working in public schools in district of Avcılar, İstanbul in 2019-2020 academic year. The aim was to reach all the administrators in the population by not taking samples and 132 school administrators participated in this study.  The data collection tools of the study were technology leadership competencies scale developed by Hacifazlioglu, Karadeniz and Dalgic (2011a) and innovation management scale developed by Bülbül (2012a) was used. Technology Leadership Efficacy Perceptions Scale and School Administrators' Innovation Management Scale in Educational Organizations; The Mann Whitney-U Test was applied to determine whether it differs according to the variable of gender, education level, branch, job title and in-service training in the field of information technologies, and the Kruskal Wallis-H Test to determine whether it differs according to the variable of school type. According to the results of the study, technology leadership competency perceptions of school administrators were high; innovation management competency perceptions were very high. There was no significant difference in terms of gender, education degree, subject and school type but a significant difference was found in position title and participation in-service training related to information technologies. The school principals' mean scores were significantly higher than deputy principals and the average scores of school administrators, participated in-service training related to information technologies were significantly higher than school administrators that didn’t participate. There was a positive and high correlation between school administrators’ perceptions of technological leadership competencies and innovation management competencies.

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