An Investigation of the Relationship between School Principals' Instructional and Technology Leadership Practices by Canonical Correlation Analysis

Nurşah Duran; Köksal Banoğlu

Article Details

An Investigation of the Relationship between School Principals' Instructional and Technology Leadership Practices by Canonical Correlation Analysis

Authors:

Nurşah Duran | Köksal Banoğlu

Publisher:

Anadolu University

Main Topics:

Eğitimde Liderlik

Journal:

Anadolu Journal of Educational Sciences International Vol.15 Issue 1, pp.1-24

Document Type:

Article

Publication Date:

3/2025

Document Language:

Turkish

Document ID (Org No.):

2001341236

pISSN:

2146-4014

Keywords:

Abstract:

 The aim of the research is to examine the reciprocal relationship between school principals technology leadership and instructional leadership practices, as perceived by their teacher colleagues in Turkish private schools. Teachers employed at private schools in Istanbul during the academic year 2021-2022 comprise the target research population. Data were collected from volunteer 290 teachers, using two measurement instruments, namely Instructional Leadership Behaviors Scale and Information Leadership Scale. The collected data were analyzed using canonic correlation analysis, as well as descriptive statistics, and variance analysis. Results revealed that teacher perception of school principals technology leadership practices do not differ based on their gender, age and seniority. However, teachers with postgraduate degrees are less likely than those with undergraduate degrees to endorse school principals technology leadership practices related to knowledge acquisition through technology. Teachers perceptions of school principals instructional leadership practices are inversely correlated with their age and tenure. A strong association exists between the instructional leadership and technology leadership practices of school principals. Specifically, school principals instructional leadership practices of identifying and sharing school goals and supporting and developing teachers are strongly predicted by their technology leadership practices of setting a direction and communication for technology integration, and vice versa. That said, school principals knowledge acquisition practices, which reflect technology-enhanced data-driven decision-making dispositions, contribute the least to the proposed relationship between technology and instructional leadership. In conclusion, we highlight the importance of policies for technological integration and the growing demand for schools to undergo a cultural transformation to implement these policies effectively. Practical implications for academics and practitioners are also discussed.

 The aim of the research is to examine the reciprocal relationship between school principals technology leadership and instructional leadership practices, as perceived by their teacher colleagues in Turkish private schools. Teachers employed at private schools in Istanbul during the academic year 2021-2022 comprise the target research population. Data were collected from volunteer 290 teachers, using two measurement instruments, namely Instructional Leadership Behaviors Scale and Information Leadership Scale. The collected data were analyzed using canonic correlation analysis, as well as descriptive statistics, and variance analysis. Results revealed that teacher perception of school principals technology leadership practices do not differ based on their gender, age and seniority. However, teachers with postgraduate degrees are less likely than those with undergraduate degrees to endorse school principals technology leadership practices related to knowledge acquisition through technology. Teachers perceptions of school principals instructional leadership practices are inversely correlated with their age and tenure. A strong association exists between the instructional leadership and technology leadership practices of school principals. Specifically, school principals instructional leadership practices of identifying and sharing school goals and supporting and developing teachers are strongly predicted by their technology leadership practices of setting a direction and communication for technology integration, and vice versa. That said, school principals knowledge acquisition practices, which reflect technology-enhanced data-driven decision-making dispositions, contribute the least to the proposed relationship between technology and instructional leadership. In conclusion, we highlight the importance of policies for technological integration and the growing demand for schools to undergo a cultural transformation to implement these policies effectively. Practical implications for academics and practitioners are also discussed.

 The aim of the research is to examine the reciprocal relationship between school principals technology leadership and instructional leadership practices, as perceived by their teacher colleagues in Turkish private schools. Teachers employed at private schools in Istanbul during the academic year 2021-2022 comprise the target research population. Data were collected from volunteer 290 teachers, using two measurement instruments, namely Instructional Leadership Behaviors Scale and Information Leadership Scale. The collected data were analyzed using canonic correlation analysis, as well as descriptive statistics, and variance analysis. Results revealed that teacher perception of school principals technology leadership practices do not differ based on their gender, age and seniority. However, teachers with postgraduate degrees are less likely than those with undergraduate degrees to endorse school principals technology leadership practices related to knowledge acquisition through technology. Teachers perceptions of school principals instructional leadership practices are inversely correlated with their age and tenure. A strong association exists between the instructional leadership and technology leadership practices of school principals. Specifically, school principals instructional leadership practices of identifying and sharing school goals and supporting and developing teachers are strongly predicted by their technology leadership practices of setting a direction and communication for technology integration, and vice versa. That said, school principals knowledge acquisition practices, which reflect technology-enhanced data-driven decision-making dispositions, contribute the least to the proposed relationship between technology and instructional leadership. In conclusion, we highlight the importance of policies for technological integration and the growing demand for schools to undergo a cultural transformation to implement these policies effectively. Practical implications for academics and practitioners are also discussed.

 Araştırmanın amacı, okul müdürlerinin öğretim liderliği ve teknoloji liderliği davranışları arasındaki ilişkinin incelenmesi ve bu ilişkiyi yordayan liderlik davranışlarının kanonik korelasyon analizi aracılığıyla belirlenmesidir. Araştırmanın hedef evrenini 2021- 2022 eğitim öğretim yılında İstanbul ilindeki özel okullarda görev yapan öğretmenler oluşturmaktadır. Hedef evrende görev yapan ve araştırmaya gönüllü olarak katılan 290 öğretmen araştırmanın örneklemini oluşturmaktadır. Araştırma verilerinin toplanması için Öğretim Liderliği Davranışları Ölçeği ve Bilişim Liderliği Ölçeği kullanılmıştır. Verilerin analizinde betimsel istatistik, varyans ve kanonik korelasyon analizleri kullanılmıştır. Araştırma bulgularına göre lisansüstü eğitimini tamamlamış olan öğretmenler, lisans mezunu öğretmenlere göre okul müdürlerinin bilgi toplama teknoloji liderliği davranışlarını daha az sergilediğini düşünmektedir. Öğretmenlerin kıdemi ve yaşı ile okul müdürlerinin algılanan öğretim liderliği davranışları arasında negatif yönlü zayıf ilişki tespit edilmiştir. Araştırma bulguları okul müdürlerinin öğretim ve teknoloji liderliği davranışları arasında pozitif yönde kuvvetli bir ilişki bulunduğunu göstermektedir. Teknoloji liderliğinin yönlendirme-liderlik ile iletişim kurma davranışlarını daha fazla sergileyen okul müdürlerinin öğretim liderliğinin okul amaçlarını belirleme ve paylaşma ve öğretmen destekleme ve geliştirilme davranışlarını da daha fazla sergileyerek bu ilişkinin kuvvetlenmesine en fazla katkıyı sağladığı belirlenmiştir. Okul müdürlerinin algılanan teknoloji liderliği seviyeleri okul amaçlarını belirleme ve paylaşma ve öğretmen destekleme ve geliştirilme öğretim liderliği davranışlarını sergiledikleri ölçüde artmaktadır. Okul müdürlerinin algılanan öğretim liderliği seviyeleri teknoloji liderliği alanında sergiledikleri yönetim-liderlik ve iletişim kurma davranışları ölçüsünde artmaktadır. Ancak okul müdürlerinin veriye dayalı karar almak için teknoloji aracılığıyla bilgi toplama teknoloji liderliği davranışını en az düzeyde sergiledikleri ve bu yetersizlikleri nedeniyle öğretim ile teknoloji liderliği arasındaki ilişkiye görece en düşük katkı sağladığı görülmüştür. Elde edilen bulgular eğitimde teknoloji entegrasyonu politikaları ve okulun kültürel dönüşüm ihtiyacı temelinde değerlendirilerek tartışılmış ve öneriler geliştirilmiştir.

Article Details

An Investigation of the Relationship between School Principals' Instructional and Technology Leadership Practices by Canonical Correlation Analysis

Authors:

Nurşah Duran | Köksal Banoğlu

Publisher:

Anadolu University

Main Topics:

Eğitimde Liderlik

Journal:

Anadolu Journal of Educational Sciences International Vol.15 Issue 1, pp.1-24

Document Type:

Article

Publication Date:

3/2025

Document Language:

Turkish

Document ID (Org No.):

2001341236

pISSN:

2146-4014

canonical correlation

instructional leadership

technology integration

technology leadership

school principalskanonik korelasyon

öğretim liderliği

teknoloji liderliği

teknoloji entegrasyonu

okul müdürleri

Issues

Article Details

Authors: Nurşah Duran | Köksal Banoğlu

Publisher: Anadolu University

Main Topics: Eğitimde Liderlik

Journal: Anadolu Journal of Educational Sciences International Vol.15 Issue 1, pp.1-24

Document Type: Article

Publication Date: 3/2025

Document Language: Turkish

Document ID (Org No.): 2001341236

pISSN: 2146-4014

Issues

Authors:

Nurşah Duran | Köksal Banoğlu

Publisher:

Anadolu University

Main Topics:

Eğitimde Liderlik

Journal:

Anadolu Journal of Educational Sciences International Vol.15 Issue 1, pp.1-24

Document Type:

Article

Publication Date:

3/2025

Document Language:

Turkish

Document ID (Org No.):

2001341236

pISSN:

2146-4014