Exploring the relationship between technological leadership self-efficacy of primary school administrators and 21st century skills

Abstract

This study aims to investigate the relationship between primary school administrators' technological leadership self-efficacy and 21st century skills. Employing descriptive (survey) research method, the opinions of the primary school administrators working in the state primary schools in the districts of Konya were examined. The Education Administrators Technological Leadership Self-Efficacy Scale and the 21st Century Skills and Competences Scale Directed at Teaching Candidates were administered. In order to analyse the data collected in the study, in which 272 questionnaire responses were collected, arithmetic mean, standard deviation, percentage, t-test, one-way analysis of variance (ANOVA) and correlation test and Cohen's d test were performed. The results revealed that primary school administrators' perceptions of technological leadership self-efficacy turned out to be at adequate level. It was also seen that there was no significant difference in terms of technological leadership levels of administrators in line with gender and professional experience. It was seen that school administrators' consider 21st century skills important. The results also indicated that there was no significant difference between primary school administrators' perception of 21st century skills and gender, experience, and age. In addition, there is a significant difference between primary school administrators' perceptions of 21st century skills and the variables of position and educational status. The findings also showed that there is a positive, moderate, and significant relationship between the sum and dimensions of primary school administrators' technological leadership behaviours and the sum and dimensions of 21st century skills.