Okul Yöneticilerinin Teknoloji Liderliği Öz-Yeterlikleri ve 21. Yüzyıl Öğreten Becerileri

Bu araştırma okul yöneticilerinin teknoloji liderliği öz-yeterliklerini ve 21. yüzyıl öğreten becerileri kullanımını incelemeyi amaçlamıştır. Ayrıca öz-yeterlik ve becerilerinin cinsiyet, yöneticilik hizmet yılı, öğretmenlik hizmet yılı, eğitim durumu, bilişim teknolojileriyle ilgili hizmet içi eğitim alma durumu, günlük ortalama internet kullanım süresi değişkenlere göre farklılaşıp farklılaşmadığı incelenmiştir. Okul yöneticilerinin teknoloji liderliği öz-yeterlikleri ve 21. yüzyıl öğreten becerileri kullanımları arasındaki ilişki araştırılmıştır. Araştırmada nicel yaklaşımlardan ilişkisel tarama modeli kullanılmıştır. Araştırmanın katılımcıları 2021-2022 eğitim-öğretim yılında devlet okullarında görevli, araştırmaya gönüllü katılan 102 okul yöneticisidir. Üç tane veri toplama aracı araştırmada kullanılmıştır. Verilerin analiz edilirken betimsel istatistikler, ilişkisiz örneklemler için t-testi, ANOVA, Pearson korelasyon analizi ve regresyon analizi yapılmıştır. Araştırmanın sonucunda okul yöneticilerinin teknoloji liderliği öz-yeterliği puan ortalamaları yüksek bulunmuştur. Katılımcıların 21. yüzyıl öğreten becerileri kullanımı puan ortalamasının çok yüksek olduğu sonucuna ulaşılmıştır. Katılımcıların teknoloji liderlik öz-yeterlikleri ve 21. yüzyıl öğreten becerileri kullanımları arasında pozitif, orta düzeyde, anlamlı ilişki bulunmuştur. Ayrıca okul yöneticilerinin 21. yüzyıl öğreten becerilerinin teknoloji liderliği öz-yeterliklerinin anlamlı bir yordayıcısı olduğu tespit edilmiştir. Teknolojiyle değişen öğrenme-öğretme ortamlarında okul yöneticilerinin yeterliklerini geliştirmek için seminerler verilebilir.

Anahtar Kelimeler:

21. yy Becerileri, Okul Yöneticileri, Teknoloji Liderliği

School Principals’ Technological Leadership Self-Efficacies and 21 st Century Teacher Skills

This research aims to explore the technological leadership self-efficacy (TLS) of school principals and their use of 21st-century teacher skills (CTS). Furthermore, the study investigates potential variations in self-efficacy and teacher skills among school principals based on certain variables, including gender, administrative seniority, teaching seniority, education status, participation in in-service training on information technologies, and daily average internet use. The research employs a correlational survey model, a quantitative methodology, to scrutinize the interplay between school principals' TLS and their proficiency in 21st CTS. The study encompasses 102 voluntary school principals employed in public schools during the 2021-2022 academic year as participants. Three data collection instruments are utilized within the study. The data analysis involves descriptive statistics, t-tests for unrelated samples, ANOVA, Pearson correlation analysis, and regression analysis. The research findings indicate that the mean scores for school principals' TLS and their use of 21st CTS are notably high. A moderate, positive, and statistically significant correlation is observed between school principals' technological leadership self-efficacy and their utilization of 21st CTS. Additionally, it is deduced that school principals' 21st CTS significantly predict their TLS. Seminars could be considered to enhance the competencies of school principals in adapting to changing learning-teaching environments driven by technology.

Keywords:

21 st Century Skills, School Principals, Technological Leadership,

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