The Relationship between Teachers’ Attitudes towards Educational Technologies and School Administrators’ Technology Leadership Roles

This study examines the relationship between school administrators’ technology leadership roles and elementary school teachers’ attitudes towards educational technologies with an emphasis on their potential indirect impacts on education quality provided, while exploring existing state of the technology use among the school administrators and teachers. In this study, two scales have been used. Both scales have been administered to 283 teachers working at elementary schools in Çanakkale. The findings show that teachers perceive their school administrators’ leadership roles quite high. In the sub-dimensions, highest level is “Support” and lowest level is “Vision”. In “Human-Centralism” sub-dimension, difference has been observed according to branch, in “Vision” sub-dimension difference has been observed according to branch and seniority, and in “Support” sub-dimension difference has been observed according to gender. According to “seniority and branch” variable, there is no significant difference in teachers’ attitudes towards educational technologies. However, difference has been observed according to gender. There was a correlation between primary school administrators’ technology leadership roles and teachers’ attitudes towards educational technologies.