This study aimed to determine primary and secondary school administrators' competencies of managing change and technological leadership capability. In this research, it was studied on the universe without taking samples. The study was conducted with 203 school administrators working in official primary schools and secondary schools affiliated to the Ministry of National Education in the provinces of Manisa, districts of Şehzadeler and Yunusemre in 2017-2018 academic year. In the study, the obtained data was gathered with “Technological Leadership Competency Scale of Educational Administraters” and “Elementary School Administrators’ Managing Alteration Scales”, by using descriptive scanning model. According to the research results; school administrators' technological leadership competencies was seen at a level of “high rate”. When school administrators’ technological leadership competencies were examined in terms of sub-dimensions, it is seen the “digital age learning culture” is the highest and “the systematic development” is the lowest rate. School administrators' alteration management competency was seen at the level of “most”. As the school administrators’ alteration management competencies were examined in terms of sub-dimensions; it was seen the alteration assessment competency at school is the most sufficent and the alteration necessity determination competency at school is the least sufficent according to other dimensions. In terms of the seniority in management, there was seen a significant difference on the school administrators' alteration management competency sub–dimension "Alteration Necessity Determination at School". It has been found that there is a moderate and statistically significant relationship between the positive effects of school managers' ability to manage change and technological leadership competencies.