Ortaokul Öğretmenlerinin Görüşlerine Göre Okul Müdürlerinin Sergilediği Teknolojik Liderlik Davranış Düzeyi

Durnalı, Mehmet

doi:10.30831/akukeg.449484

Cited by 19 publications

(11 citation statements)

References 6 publications

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“…Results showed that there is a steady increase in the number of published articles on technology leadership throughout the years. This might be due to the increasing importance given to the critical role of technology leadership in the last years for effective educational environments and practices (Webster, 2017;Durnali, 2019).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of the Studies on Technology Leadership: A Content Analysis

Yucesoy

Dağlı²

2019

NEUJE

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Abstract A technology leader is the person who establishes the relationship between technology and leadership by trying to reconcile human and information technology components as the most important in this process by taking an active role in executing the technology. This study aims to determine the current trends in the published articles on technology leadership in order to provide a review on these studies. Data of the study were obtained from ERIC database by searching “technology leadership” and a total number of 53 articles were obtained. The obtained data were examined based on content analysis criteria including year of publication, country, research method, subject, sample, data collection tool and data analysis method. Data were analyzed and provided with frequency and percentages and shown with tables and figures. Results are discussed with relevant literature and recommendations for further research and practices are provided. Keywords: technology leadership, technology, content analysis

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Section: Discussionmentioning

confidence: 99%

Evaluation of the Studies on Technology Leadership: A Content Analysis

Yucesoy

Dağlı²

2019

NEUJE

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“…Diğer yandan Sezer ve Deryakulu'nun (2012) ilköğretim okul yöneticilerinin teknoloji liderliği rollerine ilişkin yeterliklerini ele aldıkları araştırmalarında, okul yöneticilerinin "gelişim ve değerlendirme", "destek", "planlama ve denetim" ve "etik ve güvenlik" rollerini yerine getirme düzeylerinin yüksek olduğu sonucuna ulaşmışlardır. Ayrıca teknoloji liderliği alanında son yıllarda yapılan çalışmaların, daha çok okul yöneticilerinin teknoloji liderliği öz-yeterliklerine (Çalık, Çoban ve Özdemir, 2019; Gün ve Çoban, 2019) ve ortaokullarda okul müdürlerinin teknoloji liderliği düzeylerine (Durnalı, 2019) odaklanan çoğunlukla nicel yaklaşımla gerçekleştirilmiş araştırılmalar olduğu görülmektedir. Ancak okul yöneticilerinin teknoloji liderliği ile ilgili deneyimlerin detaylı olarak belirlenmesi ve yorumlanmasına yönelik nitel çalışmalara rastlanmamıştır.…”

Section: Teknoloji Lideri Olarak Okul Yöneticileriunclassified

Computer Education and Instructional Technology Graduate School Principals’ Technological Leadership Experiences: A Phenomenological Research

Korumaz¹,

Gölçek²

2020

Eğitim Bilimleri Dergisi

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The aim of this research is to bring out school principals' subjective meanings and experiences related to the technological leadership in their schools. This qualitative study employs a phenomenological design. The participants have been determined using the criterion sampling method, a purposeful sampling method. The participants include nine school principals who had graduated from a CEIT (Computer Education and Instructional Technology) department working in public schools in Istanbul during the 2018-2019 academic year. Data have been collected using semi-structured interview questions. The collected data have been analyzed using the method of content analysis. As a result of the content analysis process, four themes have been found: instructional leadership, resource management, teacher efficiency, and technological leadership. The school principals have been revealed to be role models for the teachers and students in terms of their effective use of technology and to not have instructional leadership behaviors. In addition, because of the insufficient budgets for covering technological costs, school principals have difficulty with infrastructure issues and updating hardware and software elements in their schools; to solve this problem, the principals cooperate with parents and nongovernmental organizations. In addition, principals as technology leaders are revealed as having problems related to teachers' reluctance toward new technologies, a lack of sufficient technology knowledge, and motivation. In accordance with these results, some suggestions have been made for practitioners, policy makers, and other researchers.

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“…It is to use information and communication in the administration of human and material resources and the subordinate and upper systems outside the school (parents, non-governmental organizations, associations, and so on) mainly for realizing the objectives of education and training at the highest level. That is to say, technological leadership is the leadership in the subject of ensuring the benefits of technology at the highest level of effectiveness in creating and sustaining an effective education and training system (Durnalı, 2018;2019). Technological leadership covers a wide area from the lighting system of traditional classrooms or technology classes to the necessary security measures during the use of technology (Micheal, 1998).…”

Section: Introductionmentioning

confidence: 99%

“…The first thesis (Tanzer, 2004) among these studies was conducted in 2004. With the implementation of the Ministry of National Education ICT projects such as E-School and the widespread use of the Internet in the last decade, it can be claimed that the number of these studies has widely increased (Çalık, Çoban, & Özdemir, 2019;Çoban, 2021;Durnalı, 2019;Turan, 2020;Turan & Gökbulut, 2022). Specifically, Sincar (2009)'s study on the technology leadership roles of primary school administrators (the example of Gaziantep province) is said to be a turning point for technological leadership studies in Turkey because eight studies focusing on technological leadership have used the instrument developed by Sincar (2009).…”

Section: Introductionmentioning

confidence: 99%

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The Development and Validation of Technological Leadership Behavior Instrument for School Principal

Durnalı

2022

Journal of Learning and Teaching in Digital Age

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The Technological Leadership Behavior Instrument for School Principal (TLBISP) was developed and validated to examine technological leadership behaviors of secondary school principals in the use of technology by teachers according to secondary school teachers' views. The content and construct validity were ensured, and the internal consistency and reliability coefficients were calculated. While the sample of Explanatory Factor Analysis (EFA) consisted of 308 teachers, Confirmatory Factor Analysis (CFA) consisted of 240 teachers from the secondary schools in Mamak district of Ankara city in the spring semester of the 2017-2018 academic year. While EFA showed four-factors with 24items structure, the CFA showed 18-items with four-factors which called as motivation, orientation, precaution, and support. CFA showed that model fit indices (such as goodness-of-fit) values were acceptable. Cronbach Alfa coefficient value was .72, and Pearson coefficients of factors were between .22 and .60. In conclusion, TLBISP is a valid and reliable measurement instrument.Furthermore, the fact that school principals form clear expectations may help to increase the success level of technology use at school (Valdez, 2004). Another important behavior expected from technological leaders is that they should inform teachers about 2022,

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Ortaokul Öğretmenlerinin Görüşlerine Göre Okul Müdürlerinin Sergilediği Teknolojik Liderlik Davranış Düzeyi

Cited by 19 publications

References 6 publications

Evaluation of the Studies on Technology Leadership: A Content Analysis

Evaluation of the Studies on Technology Leadership: A Content Analysis

Computer Education and Instructional Technology Graduate School Principals’ Technological Leadership Experiences: A Phenomenological Research

The Development and Validation of Technological Leadership Behavior Instrument for School Principal

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