Examination of the Relationship between School Administrators’ Technological Leadership Self-efficacy and Their Personality Treats

The aim of this study was to examine the relationship between school administrators’ technological leadership self-efficacy and their personality traits. In this quantitative research, a descriptive model was used. The study was conducted throughout Turkey and 8561 school administrators participated in the study. To get data from school administrators, the “Five Factors Personality Inventory” and “Technological Leadership Self Efficacy Scale” scales were used. The data was analysed via arithmetic mean, standard deviation and canonical regression analysis. Through the findings it was found that school administrators indicated visionary leadership behaviour relatively less and showed self-discipline behaviour more. It was also seen that there was a significant canonical relationship between school administrators’ technological leadership self-efficacy and their personality traits in a positive way. It can be said that the higher the level of principals’ extroversion, conscientiousness, agreeability and openness to the experience were, the higher their level of technological leadership self-efficacy. On the other hand, it was determined that as the level of neurotic personality of school principals increased, their technological leadership self-efficacy skills decreased.