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

Year 2023, Volume: 5 Issue: 2, 330 - 342, 30.09.2023
https://doi.org/10.38151/akef.2023.57

Abstract

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.

References

  • Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2009). Technology and school leadership. Technology, Pedagogy and Education, 18(2), 235-248.
  • Ağaoğlu, E., Altınkurt, Y., Yılmaz, K., & Karaöse, T. (2012). Opinions of school administrators and teachers about proficiency of school administrators (In Kütahya). Education and Science, 37(164), 159-175.
  • Anagün, Ş. S., Atalay, N., Kılıç, Z., & Yaşar, S. (2016). The development of a 21st century skills and competences scale directed at teaching candidates: Validity and reliability study. Pamukkale University Journal of Education, 2, 160-175. http://dx.doi.org/10.9779/PUJE768
  • Augspurger, B. A. (2013). Teacher perceptions of effective school leadership using twentyfirst century skills and knowledge. [Doctoral dissertation]. Lindenwood University, Education Faculty.
  • Aydın Güngör, T., & Ayar, A. (2022). Examination of technology leadership competencies of school managers in the process of distance education according to teacher's opinions. Anadolu University Journal of Education Faculty, 6(3), 312-340. https://doi.org/10.34056/aujef.1093217
  • Banoğlu, K. (2011). School principals’ technology leadership competency and technology coordinatorship. Educational Sciences: Theory & Practice, 11(1), 199-213.
  • Banoğlu, K., Vanderlinde, R., Çetin, M., & Aesaert, K. (2023). Role of school principals’ technology leadership practices in building a learning organization culture in public K-12 schools. Journal of School Leadership, 33(1), 66-91. https://doi.org/10.1177/10526846221134010
  • Bars, M., & Oral, M. (2017). The relationship among metacognitive awareness, self-efficacy toward the teaching profession and the problem-solving skills of teacher candidates. Eurasian Journal of Educational Research, 72, 107-127.
  • Bush, T. (2018). Preparation and induction for school principals: Global perspectives. Management in Education, 32(2), 66-71. https://doi.org/10.1177/0892020618761805
  • Bülbül, T., & Çuhadar, C. (2012). Analysis of the relationship between school administrators’ perceptions of technology leadership self-efficacy and their acceptance of ICT. Mehmet Akif Ersoy University Journal of Education Faculty, 1(23), 474-499.
  • Can, T. (2003). Bolu orta öğretim okulları yöneticilerinin teknolojik liderlik yeterlilikleri [Technological leadership competencies of Bolu secondary school administrators]. The Turkish Online Journal of Educational Technology, 2(3), 94-107.
  • Cansoy, R. (2018). 21st century skills according to ınternational frameworks and building them in the education system. Journal of the Human and Social Sciences Researches, 7(4) 3112-3134. https://doi.org/10.15869/itobiad.494286
  • Cobanoglu, F., & Yurek, U. (2018). School administrators’ self-efficacy beliefs and leadership styles. European Journal of Educational Research, 7(3), 555-565. https://doi.org/10.12973/eu-jer.7.3.555
  • Çakır R., & Aktay S. (2018). Technology leadership competencies of school administrators. An International Quarterly Journal of Social Science, 37, 37- 48. https://doi.org/10.17498/kdeniz.361601
  • Çalık, T., Çoban Ö., & Özdemir, N. (2019). Examination of the relationship between school administrators’ technological leadership self-efficacy and their personality treats. Ankara University Journal of Faculty of Educational Sciences, 52(1), 83-106. https://doi.org/10.30964/auebfd.457346
  • Çalışkan, N., Kuzu, O., & Torunoğlu, H. (2020). Evaluation of prospective teachers’ personality characteristics in terms of impulse behavior pattern. Turkish Journal of Educational Studies, 7(3), 96-117.
  • Demirdağ, S. (2015). A comparison between authentic leadership and organizational citizenship behaviors: Teacher candidates. Turkish Studies, 10(15), 273-288. http://dx.doi.org/10.7827/TurkishStudies.8747
  • Düzgün, S. (2022). The relationship between school administrators' technological leadership self-efficacy and their views on distance education. Gazı Unıversity Journal of Gazı Educational Faculty, 42(2), 1243-1274. https://doi.org/10.17152/gefad.1076332
  • Elekoğlu, F., & Demirdağ, S. (2020). Investigation of school principals' 21st century skills, communication skills, and leadership styles according to teachers' perceptions. Karaelmas Journal of Educational Sciences, 8(1), 101-117.
  • Erden H., & Erden, A. (2007). Teachers’ perception in relation to principles’ technology leadership: 5 primary school cases in Turkish Republic of Northern Cyprus. 7th International Educational Technology (IETC) Conference.
  • Eren, E., & Kurt, A. A. (2011). Technology leadership behaviours of elemantary school principals. Usak Unıversity Journal of Social Sciences, 4(2), 219-238.
  • Fisher, M. D., & Waller, L. R. (2013). The 21st century principal: a study of technology leadership and technology integration in texas k-12 schools. The Global Elearning Journal, 2(4), 1-44.
  • Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill. Garan, S. (2022). The difficulties faced by school administrators working in disadvantaged schools and the effects of the administrator role they exhibit on the success of teachers and students. Independent Journal of Management & Production, 13(1), 185-209. DOI: 10.14807/ijmp.v13i1.1599
  • Gonzales, M. M., & Jackson, I. (2020). Going the distance: What school administrators can learn from one-to-one laptop schools. Journal of School Administration Research and Development, 5, 55-60. https://doi.org/10.32674/jsard.v5iS1.2795
  • Günbayı, İ., & Yörük, T. (2014). Principals’ and teachers’ opinions about the use of project FATIH in education. Journal of Educational Sciences Research, 4(1), 189-211.
  • Hacıfazlıoğlu, Ö. Karadeniz, Ş., & Dalgıç, G. (2011). Validity and reliability study of technological leadership self-efficacy scale for school administrators. Educational Administration: Theory and Practice, 17(2), 145-166.
  • Hacıfazlıoğlu, Ö., Karadeniz, Ş., & Dalgıç, G. (2010). Views of teachers, administrators and supervisors regarding the technological leadership standards for administrators. Educational Administration: Theory and Practice, 16(4), 537-577.
  • Hamzah, M. I. M., Nordin, N., Jusoff, K., Karim, R. A., & Yusof, Y. (2010). A quantitavite analysis of Malaysian secondary school technology leadership. Management science and Engineering, 4(2), 124- 130.
  • Helvacı, M. A., & Yörük, Ş. (2021). The relationship between the school principals'level of 21st century skills and their capability to manage change at schools. European Journal of Education Studies, 8(8). doi:10.46827/ejes.v8i8.3860
  • Hero, J. L. (2020). Exploring the principal's technology leadership: Its influence on teachers' technological proficiency. International Journal of Academic Pedagogical Research, 4(6), 4-10.
  • International Society for Technology in Education (ISTE) (2002). NETS for administrators 2002. http://www.iste.org/Content/NavigationMenu/NETS/ForAdministrators/2002Standards/NETS_
  • ISTE (2009). ISTE Standarts for administrators. Retrieved from https://cdn.iste.org/www-root/Libraries/Images/Standards/Download/ISTE%20Standards%20for%20Administrators%2C%202009%20(Permitted%20Educational%20Use).pdf on 18.02.2022.
  • Larson, L. C., & Miller, T. N. (2011). 21st century skills: Prepare students for the future. Kappa Delta Pi Record, 47(3), 121-123.
  • Numanoğlu, G. (1999). Bilgi toplumu ve eğitimde yeni kimlikler [Information society and new identities in education]. Ankara University Journal of Faculty of Educational Sciences, 32(1), 341-350.
  • Nzoka, J. T., & Orodho, J. A. (2014). School management and students’ academic performance: How effective are strategies being employed by school managers in secondary schools in Embu North District, Embu County, Kenya. International Journal of Humanities and social science, 4(9), 86-99.
  • Ojo, L. B. & Olaniyan, D. A. (2008). Leadership roles of school adminstrators and challenges ahead in post-primary institutions in Nigeria. The Social Sciences, 3(6), 406-410.
  • Orhan Göksün, D. (2016). The relationship between 21st century learner skills use and 21st century teacher skills use. [Doctoral thesis.] Anadolu University, Graduate School of Educational Sciences, Eskişehir.
  • Orhan Göksün, D., & Kurt, A. A. (2017). The relationship between pre-service teachers’ use of 21st century learner skills and 21st century teacher skill. Education and Science, 42, 107-130. http://dx.doi.org/10.15390/EB.2017.7089
  • Özdemir, S., Sezgin, F., & Kılıç, D. Ö. (2015). School administrators' leadership competencies according to the views of school administrators and teachers. Education and Science, 40(177), 365-383. http://dx.doi.org/10.15390/EB.2015.3717
  • Partnership for 21st Century Learning (P21). (2022). Framework for 21st century learning. Retrieved from http://www.battelleforkids.org/about-us on 16.01.2022.
  • Partnership for 21st Century Skills. (2007). Framework for 21st century learning. Retrieved from http://static.battelleforkids.org/documents/p21/P21_framework_0816_2pgs.pdf on 20.02.2022.
  • Phonsa, K., Sroinam, S., & Phongphinyo, P. (2019). Strategies for developing the 21st century skills of school principals under Loei primary educational service area office. Asian Journal of Education and Training, 5(1), 198-206.
  • Pollock, K. (2020). School leaders’ work during the COVID-19 Pandemic: A two-pronged approach. International Studies in Educational Administration, 48(3), 38.
  • Sulaiman, J., & Ismail, S. N. (2020). Teacher competence and 21st century skills in transformation schools 2025 (TS25). Universal Journal of Educational Research, 8(8), 3536-3544. DOI: 10.13189/ujer.2020.080829
  • Taşdemir, R., & İpek, C. (2019). Teachers’ perceptions of organizational culture and motivation in primary and middle schools (Nevşehir sample). Electronic Journal of Education Sciences, 8(16), 130-151.
  • Thannimalai, R., & Raman, A. (2018). The influence of principals' technology leadership and professional development on teachers' technology integration in secondary schools. Malaysian Journal of Learning and Instruction, 15(1), 203-228.
  • Uysal, T., Aksoy, C., & Yılmaz, F. (2020). Liderlik tarzları. Çağdaş yönetim yaklaşımıyla insan sanatından ustalaşmaya. [Leadership styles. From human art to mastery with a contemporary management approach]. Ankara: Nobel.
  • Voogt, J., & Roblin, P. N. (2010). 21st century skills. Discussion paper. University of Twente, 10. Retrieved from https://www.voced.edu.au/content/ngv:56611# on 20.02.2022.

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

Year 2023, Volume: 5 Issue: 2, 330 - 342, 30.09.2023
https://doi.org/10.38151/akef.2023.57

Abstract

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.

References

  • Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2009). Technology and school leadership. Technology, Pedagogy and Education, 18(2), 235-248.
  • Ağaoğlu, E., Altınkurt, Y., Yılmaz, K., & Karaöse, T. (2012). Opinions of school administrators and teachers about proficiency of school administrators (In Kütahya). Education and Science, 37(164), 159-175.
  • Anagün, Ş. S., Atalay, N., Kılıç, Z., & Yaşar, S. (2016). The development of a 21st century skills and competences scale directed at teaching candidates: Validity and reliability study. Pamukkale University Journal of Education, 2, 160-175. http://dx.doi.org/10.9779/PUJE768
  • Augspurger, B. A. (2013). Teacher perceptions of effective school leadership using twentyfirst century skills and knowledge. [Doctoral dissertation]. Lindenwood University, Education Faculty.
  • Aydın Güngör, T., & Ayar, A. (2022). Examination of technology leadership competencies of school managers in the process of distance education according to teacher's opinions. Anadolu University Journal of Education Faculty, 6(3), 312-340. https://doi.org/10.34056/aujef.1093217
  • Banoğlu, K. (2011). School principals’ technology leadership competency and technology coordinatorship. Educational Sciences: Theory & Practice, 11(1), 199-213.
  • Banoğlu, K., Vanderlinde, R., Çetin, M., & Aesaert, K. (2023). Role of school principals’ technology leadership practices in building a learning organization culture in public K-12 schools. Journal of School Leadership, 33(1), 66-91. https://doi.org/10.1177/10526846221134010
  • Bars, M., & Oral, M. (2017). The relationship among metacognitive awareness, self-efficacy toward the teaching profession and the problem-solving skills of teacher candidates. Eurasian Journal of Educational Research, 72, 107-127.
  • Bush, T. (2018). Preparation and induction for school principals: Global perspectives. Management in Education, 32(2), 66-71. https://doi.org/10.1177/0892020618761805
  • Bülbül, T., & Çuhadar, C. (2012). Analysis of the relationship between school administrators’ perceptions of technology leadership self-efficacy and their acceptance of ICT. Mehmet Akif Ersoy University Journal of Education Faculty, 1(23), 474-499.
  • Can, T. (2003). Bolu orta öğretim okulları yöneticilerinin teknolojik liderlik yeterlilikleri [Technological leadership competencies of Bolu secondary school administrators]. The Turkish Online Journal of Educational Technology, 2(3), 94-107.
  • Cansoy, R. (2018). 21st century skills according to ınternational frameworks and building them in the education system. Journal of the Human and Social Sciences Researches, 7(4) 3112-3134. https://doi.org/10.15869/itobiad.494286
  • Cobanoglu, F., & Yurek, U. (2018). School administrators’ self-efficacy beliefs and leadership styles. European Journal of Educational Research, 7(3), 555-565. https://doi.org/10.12973/eu-jer.7.3.555
  • Çakır R., & Aktay S. (2018). Technology leadership competencies of school administrators. An International Quarterly Journal of Social Science, 37, 37- 48. https://doi.org/10.17498/kdeniz.361601
  • Çalık, T., Çoban Ö., & Özdemir, N. (2019). Examination of the relationship between school administrators’ technological leadership self-efficacy and their personality treats. Ankara University Journal of Faculty of Educational Sciences, 52(1), 83-106. https://doi.org/10.30964/auebfd.457346
  • Çalışkan, N., Kuzu, O., & Torunoğlu, H. (2020). Evaluation of prospective teachers’ personality characteristics in terms of impulse behavior pattern. Turkish Journal of Educational Studies, 7(3), 96-117.
  • Demirdağ, S. (2015). A comparison between authentic leadership and organizational citizenship behaviors: Teacher candidates. Turkish Studies, 10(15), 273-288. http://dx.doi.org/10.7827/TurkishStudies.8747
  • Düzgün, S. (2022). The relationship between school administrators' technological leadership self-efficacy and their views on distance education. Gazı Unıversity Journal of Gazı Educational Faculty, 42(2), 1243-1274. https://doi.org/10.17152/gefad.1076332
  • Elekoğlu, F., & Demirdağ, S. (2020). Investigation of school principals' 21st century skills, communication skills, and leadership styles according to teachers' perceptions. Karaelmas Journal of Educational Sciences, 8(1), 101-117.
  • Erden H., & Erden, A. (2007). Teachers’ perception in relation to principles’ technology leadership: 5 primary school cases in Turkish Republic of Northern Cyprus. 7th International Educational Technology (IETC) Conference.
  • Eren, E., & Kurt, A. A. (2011). Technology leadership behaviours of elemantary school principals. Usak Unıversity Journal of Social Sciences, 4(2), 219-238.
  • Fisher, M. D., & Waller, L. R. (2013). The 21st century principal: a study of technology leadership and technology integration in texas k-12 schools. The Global Elearning Journal, 2(4), 1-44.
  • Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill. Garan, S. (2022). The difficulties faced by school administrators working in disadvantaged schools and the effects of the administrator role they exhibit on the success of teachers and students. Independent Journal of Management & Production, 13(1), 185-209. DOI: 10.14807/ijmp.v13i1.1599
  • Gonzales, M. M., & Jackson, I. (2020). Going the distance: What school administrators can learn from one-to-one laptop schools. Journal of School Administration Research and Development, 5, 55-60. https://doi.org/10.32674/jsard.v5iS1.2795
  • Günbayı, İ., & Yörük, T. (2014). Principals’ and teachers’ opinions about the use of project FATIH in education. Journal of Educational Sciences Research, 4(1), 189-211.
  • Hacıfazlıoğlu, Ö. Karadeniz, Ş., & Dalgıç, G. (2011). Validity and reliability study of technological leadership self-efficacy scale for school administrators. Educational Administration: Theory and Practice, 17(2), 145-166.
  • Hacıfazlıoğlu, Ö., Karadeniz, Ş., & Dalgıç, G. (2010). Views of teachers, administrators and supervisors regarding the technological leadership standards for administrators. Educational Administration: Theory and Practice, 16(4), 537-577.
  • Hamzah, M. I. M., Nordin, N., Jusoff, K., Karim, R. A., & Yusof, Y. (2010). A quantitavite analysis of Malaysian secondary school technology leadership. Management science and Engineering, 4(2), 124- 130.
  • Helvacı, M. A., & Yörük, Ş. (2021). The relationship between the school principals'level of 21st century skills and their capability to manage change at schools. European Journal of Education Studies, 8(8). doi:10.46827/ejes.v8i8.3860
  • Hero, J. L. (2020). Exploring the principal's technology leadership: Its influence on teachers' technological proficiency. International Journal of Academic Pedagogical Research, 4(6), 4-10.
  • International Society for Technology in Education (ISTE) (2002). NETS for administrators 2002. http://www.iste.org/Content/NavigationMenu/NETS/ForAdministrators/2002Standards/NETS_
  • ISTE (2009). ISTE Standarts for administrators. Retrieved from https://cdn.iste.org/www-root/Libraries/Images/Standards/Download/ISTE%20Standards%20for%20Administrators%2C%202009%20(Permitted%20Educational%20Use).pdf on 18.02.2022.
  • Larson, L. C., & Miller, T. N. (2011). 21st century skills: Prepare students for the future. Kappa Delta Pi Record, 47(3), 121-123.
  • Numanoğlu, G. (1999). Bilgi toplumu ve eğitimde yeni kimlikler [Information society and new identities in education]. Ankara University Journal of Faculty of Educational Sciences, 32(1), 341-350.
  • Nzoka, J. T., & Orodho, J. A. (2014). School management and students’ academic performance: How effective are strategies being employed by school managers in secondary schools in Embu North District, Embu County, Kenya. International Journal of Humanities and social science, 4(9), 86-99.
  • Ojo, L. B. & Olaniyan, D. A. (2008). Leadership roles of school adminstrators and challenges ahead in post-primary institutions in Nigeria. The Social Sciences, 3(6), 406-410.
  • Orhan Göksün, D. (2016). The relationship between 21st century learner skills use and 21st century teacher skills use. [Doctoral thesis.] Anadolu University, Graduate School of Educational Sciences, Eskişehir.
  • Orhan Göksün, D., & Kurt, A. A. (2017). The relationship between pre-service teachers’ use of 21st century learner skills and 21st century teacher skill. Education and Science, 42, 107-130. http://dx.doi.org/10.15390/EB.2017.7089
  • Özdemir, S., Sezgin, F., & Kılıç, D. Ö. (2015). School administrators' leadership competencies according to the views of school administrators and teachers. Education and Science, 40(177), 365-383. http://dx.doi.org/10.15390/EB.2015.3717
  • Partnership for 21st Century Learning (P21). (2022). Framework for 21st century learning. Retrieved from http://www.battelleforkids.org/about-us on 16.01.2022.
  • Partnership for 21st Century Skills. (2007). Framework for 21st century learning. Retrieved from http://static.battelleforkids.org/documents/p21/P21_framework_0816_2pgs.pdf on 20.02.2022.
  • Phonsa, K., Sroinam, S., & Phongphinyo, P. (2019). Strategies for developing the 21st century skills of school principals under Loei primary educational service area office. Asian Journal of Education and Training, 5(1), 198-206.
  • Pollock, K. (2020). School leaders’ work during the COVID-19 Pandemic: A two-pronged approach. International Studies in Educational Administration, 48(3), 38.
  • Sulaiman, J., & Ismail, S. N. (2020). Teacher competence and 21st century skills in transformation schools 2025 (TS25). Universal Journal of Educational Research, 8(8), 3536-3544. DOI: 10.13189/ujer.2020.080829
  • Taşdemir, R., & İpek, C. (2019). Teachers’ perceptions of organizational culture and motivation in primary and middle schools (Nevşehir sample). Electronic Journal of Education Sciences, 8(16), 130-151.
  • Thannimalai, R., & Raman, A. (2018). The influence of principals' technology leadership and professional development on teachers' technology integration in secondary schools. Malaysian Journal of Learning and Instruction, 15(1), 203-228.
  • Uysal, T., Aksoy, C., & Yılmaz, F. (2020). Liderlik tarzları. Çağdaş yönetim yaklaşımıyla insan sanatından ustalaşmaya. [Leadership styles. From human art to mastery with a contemporary management approach]. Ankara: Nobel.
  • Voogt, J., & Roblin, P. N. (2010). 21st century skills. Discussion paper. University of Twente, 10. Retrieved from https://www.voced.edu.au/content/ngv:56611# on 20.02.2022.
There are 48 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Döndü Durak 0000-0003-1858-7367

Gül Özüdoğru 0000-0002-5128-1258

Publication Date September 30, 2023
Acceptance Date August 13, 2023
Published in Issue Year 2023 Volume: 5 Issue: 2

Cite

APA Durak, D., & Özüdoğru, G. (2023). School Principals’ Technological Leadership Self-Efficacies and 21 st Century Teacher Skills. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 5(2), 330-342. https://doi.org/10.38151/akef.2023.57

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