Özet:

The ability of schools to their objectives depends on the demonstration of administrative behaviors that will enable school managers to fulfil their duties. But the developments in technology can also lead to virtual recording behaviors that can prevent these behaviors, as well as facilitate school managers to show administrative behaviors. This study aimed at determining the relationship between school managers’ administrative behavior and the levels of demonstration of virtual screening behavior. The sample of the research conducted in the Relational Scanning Model was made by 41 school directors and 433 teachers who worked in the Denizli ili Tavas district. In the analysis of the data collected with the Scale of Administrative Behaviors developed in the Virtual Scale and International Teaching and Learning Research (TALIS), a parametric test has been used due to normal distribution. However, nonparametric tests were used in groups comparisons where the number of elements is below 30. When the results of the study were examined, the conclusion was that school managers thought they showed more administrative behaviors than teachers perceived, and that school managers were in virtual recording behaviors at a "very little" level. Moreover, it has been revealed that, according to both school managers and teachers' perceptions, school managers show their management leadership behavior more than their teaching leadership behavior. While the perceptions of school managers about administrative and virtual scrolling behaviors do not differ in terms of different variables, the teachers’ perceptions have been shown to differ according to the type of school in which teachers perform their tasks. Finally, the teacher’s perceptions concluded that there was no connection between the levels of displaying the administrative behavior of the school managers and the levels of displaying the virtual recording behavior.