Modeling technology integration of teachers: the role of school climate and leadership

Thesis Type: Postgraduate

Institution Of The Thesis: Middle East Technical University, Faculty of Education, Department of Educational Sciences, Turkey

Approval Date: 2020

Student: Hakkı Yurttav



The purpose of this study is to examine the relationship between school climate, leadership and technology integration of teachers. The variables of the study were classified at three levels as school climate, leadership and technology integration. Within the scope of the study, teacher collaboration, trust in school principal and enabling school structure are the school climate based variables, and technology leadership is the leadership-based variable. The population of the study consists of teachers working in schools affiliated with the General Directorate of Basic Education and General Directorate of Religious Education of the Ministry of Education (MoNE) in Turkey. The sample of the research consists of 13487 participants. To collect data, teacher collaboration subscale of teacher leadership culture scale, trust to administrator subscale of organisational trust of school scale, vision subscale of elementary school principals’ technology leadership role scale, enabling bureaucracy subscale of enabling school structure scale and technology integration scale were used. In analysing the data, descriptive and inferential statistical methods were used. Structural Equation Modelling (SEM) was the main inferential statistical technique used in the study. The results revealed that collaboration among teachers positively affect technology integration of teachers and enable technology to be integrated more intensively into educational practices. Moreover, teachers’ trust in their school principal relates to technology integration. Similarly, there is a strong positive association between technology leadership and technology integration of teachers. Lastly, enabling bureaucracy in schools provided a positive effect to technology integration of teachers via teacher collaboration and trust in school principal variables.