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Validity and reliability study of the school technology leadership scale according to teachers’ perceptions

Year 2025, Volume: 12 Issue: 2, 457 - 475

Tugba Ögücü , Aytac Gogus

https://doi.org/10.21449/ijate.1548724

Abstract

School principals should have school technology leadership skills in order to manage technology integration into teaching and learning activities effectively and efficiently. The ‘School Technology Leadership Scale’ was developed by Grace in 2020 to assess principals’ technology leadership skills from the perspective of the teachers. The scale was presented in five dimensions, but Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were not conducted by Grace in 2020. In the present study, the scale was adapted and modified for a different national school system and language in Türkiye by following an eight-stage process. The factor structure and factor loadings were determined by conducting EFA without removing any items from the original scale, and a two-factor structure was obtained. The validity and reliability of the adapted scale were examined with Cronbach’s alpha analysis, item analysis, composite reliability of the new scale structure, intraclass correlation coefficient (ICC) tests, EFA and CFA. The findings indicate that there is a concomitant increase in the perception of technological leadership as the score on the scale increases. The adapted scale is a suitable tool to assess the perceptions of teachers in relation to their principals’ technology leadership skills. Determining the indicators of technology leadership skills are important since school principals should develop technological leadership skills to 1) facilitate access to novel technologies in an effective teaching and learning process, 2) support effective learning, 3) render the school management process more practical, transparent, rational and data-driven and 4) promote effective utilization of technology.

Keywords

School technology leadership School principals’ leadership Teacher perceptions Technology leadership skills Scale adaptation

Ethical Statement

Istanbul Okan University, Ethics Committee, 165, 556 April 12th, 2023. Additionally, permission was obtained from the Istanbul Provincial Directorate of National Education on June 1st, 2023, with approval number E-59090411.

References

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  • Akın-Mart, Ö., & Tulunay-Ateş, Ö. (2021). Investigation of technological leadership of the school administrators in Turkey: A meta-analysis study. Bartın University Journal of Faculty of Education, 10(1), 169-186. https://doi.org/10.1016/buefad.740794
  • Alpar, R. (2020). Uygulamalı istatistik ve geçerlik-güvenirlik [Applied statistics and validity and reliability]. Detay.
  • A’mar, F., & Eleyan, D. (2022). Effect of principal’s technology leadership on teacher’s technology integration. International Journal of Instruction, 15(1), 781 798. https://doi.org/10.29333/iji.2022.15145a
  • Anderson, R., & Dexter, S. (2005). School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Quarterly, 41, 49 82. http://dx.doi.org/10.1177/0013161X04269517
  • Apsorn, A., Sisan, B., & Tungkunanan, P. (2019). Information and communication technology leadership of school administrators in Thailand. International Journal of Instruction, 12(2), 639-650. https://doi.org/10.29333/iji.2019.12240a
  • Banoğlu, K. (2012). Technology leadership competencies scale for educational administrators: Development, validity and reliability study. Inonu University Journal of the Faculty of Education 13(3), 43-65. https://toad.halileksi.net/wp-content/uploads/2022/07/ptla-okul-mudurlerinin-teknoloji-liderligi-olcegi-toad.pdf
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  • Gonzales, M. (2020). School technology leadership vision and challenges: Perspectives from American school administrators. International Journal of Educational Management, 34(4), 697-708. https://doi.org/10.1108/IJEM-02-2019-0075
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Validity and reliability study of the school technology leadership scale according to teachers’ perceptions

Year 2025, Volume: 12 Issue: 2, 457 - 475

Tugba Ögücü , Aytac Gogus

https://doi.org/10.21449/ijate.1548724

Abstract

School principals should have school technology leadership skills in order to manage technology integration into teaching and learning activities effectively and efficiently. The ‘School Technology Leadership Scale’ was developed by Grace in 2020 to assess principals’ technology leadership skills from the perspective of the teachers. The scale was presented in five dimensions, but Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were not conducted by Grace in 2020. In the present study, the scale was adapted and modified for a different national school system and language in Türkiye by following an eight-stage process. The factor structure and factor loadings were determined by conducting EFA without removing any items from the original scale, and a two-factor structure was obtained. The validity and reliability of the adapted scale were examined with Cronbach’s alpha analysis, item analysis, composite reliability of the new scale structure, intraclass correlation coefficient (ICC) tests, EFA and CFA. The findings indicate that there is a concomitant increase in the perception of technological leadership as the score on the scale increases. The adapted scale is a suitable tool to assess the perceptions of teachers in relation to their principals’ technology leadership skills. Determining the indicators of technology leadership skills are important since school principals should develop technological leadership skills to 1) facilitate access to novel technologies in an effective teaching and learning process, 2) support effective learning, 3) render the school management process more practical, transparent, rational and data-driven and 4) promote effective utilization of technology.

Keywords

School technology leadership School principals’ leadership Teacher perceptions Technology leadership skills Scale adaptation

References

  • Afshari, M., Abu Bakar, K., Luan, W.S., & Siraj, S. (2012). Factors affecting the transformational leadership role of principals in implementing ICT in schools. TOJET: The Turkish Online Journal of Educational Technology, 11(4), 164 176. https://eric.ed.gov/?id=EJ989265
  • Akada, T., & Şahin Fırat, N. (2022). Development of school principles’ technology leadership scale based on ISTE 2018 standards. Western Anatolian Journal of Educational Sciences 13(2), 1262-1289. https://doi.org/10.51460/baebd.1191300
  • Akbaba-Altun, S. (2002). Okul yöneticilerinin teknolojiye karşı tutumlarının incelenmesi. [Analyzing school administrators’ attitudes towards technology]. Journal of Contemporary Education, 286, 8-14.
  • Akçay, B., Gelen, B., Tiryaki, A., & Benek, İ. (2018). An analysis of scale adaptation studies in science education: Meta-synthesis study. Journal of Education in Science, Environment and Health, 4(2), 227-245. https://doi.org/10.21891/jeseh.439150
  • Akın-Mart, Ö., & Tulunay-Ateş, Ö. (2021). Investigation of technological leadership of the school administrators in Turkey: A meta-analysis study. Bartın University Journal of Faculty of Education, 10(1), 169-186. https://doi.org/10.1016/buefad.740794
  • Alpar, R. (2020). Uygulamalı istatistik ve geçerlik-güvenirlik [Applied statistics and validity and reliability]. Detay.
  • A’mar, F., & Eleyan, D. (2022). Effect of principal’s technology leadership on teacher’s technology integration. International Journal of Instruction, 15(1), 781 798. https://doi.org/10.29333/iji.2022.15145a
  • Anderson, R., & Dexter, S. (2005). School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Quarterly, 41, 49 82. http://dx.doi.org/10.1177/0013161X04269517
  • Apsorn, A., Sisan, B., & Tungkunanan, P. (2019). Information and communication technology leadership of school administrators in Thailand. International Journal of Instruction, 12(2), 639-650. https://doi.org/10.29333/iji.2019.12240a
  • Banoğlu, K. (2012). Technology leadership competencies scale for educational administrators: Development, validity and reliability study. Inonu University Journal of the Faculty of Education 13(3), 43-65. https://toad.halileksi.net/wp-content/uploads/2022/07/ptla-okul-mudurlerinin-teknoloji-liderligi-olcegi-toad.pdf
  • Brown, T.A., & Moore, M.T. (2012). Chapter: Confirmatory factor analysis. In R.H. Hoyle (Eds.) Handbook of structural equation modelling, (pp. 361 379). https://www.researchgate.net/publication/251573889_Hoyle_CFA_Chapter_-_Final
  • 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 Faculty of Education, 1(23), 474-499.
  • Büyüköztürk, Ş. (2020). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum [Data analysis handbook for social sciences: Statistics, research design, SPSS applications and interpretation]. PegemAkademi.
  • Chang, I.H., Chin, J.M., & Hsu, C.M. (2008). Teachers’ perceptions of the dimensions and implementation of technology leadership of principals in Taiwanese elementary schools. Educational Technology & Society, 11(4), 229-245. https://eric.ed.gov/?id=EJ825113
  • Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioral sciences. L. NJ Eribaum.
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2023). Sosyal bilimler için çok değişkenli istatisitik Spss ve Lisrel uygulamaları [Multivariate statistical Spss and Lisrel applications for social sciences]. PegemAkademi.
  • Costello, A.B., & Osborne, J.W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment Research & Evaluation, 10(7), 1-9. https://doi.org/10.7275/jyj1-4868
  • Cristobal, E., Flavian, C., & Guinaliu, M. (2007). Perceived e‐service quality (PeSQ): Measurement validation and effects on consumer satisfaction and web site loyalty. Managing Service Quality, 17(3), 317-340. https://doi.org/10.1108/09604520710744326
  • Çamur, H., & Göğüş, A. (2023) Validity and Reliability Study of School Principals’ Competence-Based Job Performance Perceptions Scale. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 52(1), 207-246. https://doi.org/10.14812/cuefd.1205795
  • Çapık, C. (2014). Geçerlik ve güvenirlik çalışmalarında doğrulayıcı faktör analizinin kullanımı [The use of confirmatory factor analysis in validity and reliability studies]. Anatolian Journal of Nursing and Health Science, 17(3), 196-205.
  • Demiraçan, A. (2019). Okul yöneticilerinin teknoloji liderliği stratejileri ile yenilik yönetimi yeterlik inançları arasındaki ilişkinin incelenmesi [Investigation of the relationship between technology leadership strategies and innovation management beliefs of school administrators] [Unpublished master’s thesis]. Trakya University.
  • Dexter, S., & Barton, E. (2021). The development and impact of team-based school technology leadership. Journal of Educational Administration, 59(3), 367 384. https://doi.org/10.1108/JEA-12-2020-0260
  • Durnalı, M. (2018). Öğretmenlere göre okul müdürlerinin teknolojik liderlik davranışları ve bilgi yönetimini gerçekleştirme düzeyleri [The views of teachers on technological leadership behaviours of school principals and school knowledge management] [Unpublished doctoral dissertation]. Hacettepe University.
  • Durnalı, M. (2022). The development and validation of technological leadership behavior instrument for school principal. Journal of Learning and Teaching in Digital Age, 7(2), 210-221. https://doi.org/10.53850/joltida.1035591
  • Ermiş, U.F., & Somuncuoğlu-Özerbaş, D.H. (2021). The development of the self-efficacy form for school administrators’ use of information and communication technologies in education. Bartın University Journal of Faculty of Education, 10(3), 663 680. https://doi.org/10.1016/buefad.983795
  • Esplin, N. (2017). Utah elementary school principals’ preparation as technology leaders. [Unpublished doctoral dissertation]. Utah State University.
  • Ghavifekr, S., & Wong, S.Y. (2022). Technology leadership in Malaysian schools: The way forward to education 4.0 – ICT utilization and digital transformation. International Journal of Asian Business and Information Management, 13(2), 1 18. https://doi.org/10.4018/IJABIM.20220701.oa3
  • Gonzales, M. (2020). School technology leadership vision and challenges: Perspectives from American school administrators. International Journal of Educational Management, 34(4), 697-708. https://doi.org/10.1108/IJEM-02-2019-0075
  • Gökdemir, F., & Yılmaz, T. (2023). Processes of using, modifying, adapting and developing likert type scales. J Nursology, 26(2), 148-160. https://doi.org/10.5152/JANHS.2023.22260
  • Grace, G. (2020). The development of a new instrument comparing teacher and principal perceptions of school technology leadership [Doctoral dissertations]. University of Kentucky. https://uknowledge.uky.edu/edsc_etds/61
  • Grady, M.L. (2011). The principal as technology leader. https://www.sagepub.com/sites/default/files/upmbinaries/41065_Grady_Leading_the_Technology_Powered_School___cH1.pdf
  • Gümüşeli, A.İ. (2001). Çağdaş okul müdürünün liderlik alanları [Leadership areas of the contemporary school principal]. Educational Management in Theory and Practice, 28, 531-548.
  • Gyeltshen, L. (2021). Principals’ technology leadership behavior and teachers’ use of information and communication technology (ICT) in Bhutan. Suranaree Journal of Social Science, 15(2), 125-135. https://doi.org/10.55766/WIRG3818
  • Hacıfazlıoğlu, Ö., Karadeniz, Ş., & Dalgıç, G. (2011). Eğitim yöneticileri teknoloji liderliği öz-yeterlik ölçeğinin geçerlik ve güvenirlik çalışması [Validity and reliability study of educational administrators’ technology leadership self-efficacy scale]. Educational Administration: Theory and Practice, 17(2), 145-166.
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There are 63 citations in total.

Details

Primary Language English
Subjects Cross-Cultural Scale Adaptation
Journal Section Articles
Authors

Tugba Ögücü 0000-0003-4026-6279

Aytac Gogus 0000-0001-8215-3294

Early Pub Date May 1, 2025
Publication Date
Submission Date October 1, 2024
Acceptance Date March 4, 2025
Published in Issue Year 2025 Volume: 12 Issue: 2

Cite

APA Ögücü, T., & Gogus, A. (2025). Validity and reliability study of the school technology leadership scale according to teachers’ perceptions. International Journal of Assessment Tools in Education, 12(2), 457-475. https://doi.org/10.21449/ijate.1548724

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