The Impact of School Principals' Digital Leadership Level on Learning Organization and Teachers' Self Leadership Skills

The purpose of the study is to examine the impact of school principals' digital leadership level on the learning organization and teachers' self-leadership skills. The study is quantitative and the correlational model was used. Three scales were used: Digital Leadership Scale, Learning Organization Scale and Self-Leadership Scale. 802 high school teachers in the city of Çanakkale in Turkey were reached. SPSS and AMOS programs were used in the analysis of the data. Data were normally distributed. ANOVA Test, t-Test, and Regression analysis were applied. According to the study results; the teachers' perceptions of digital leadership, learning organization and self-leadership were at a good level. Some differences were detected in the perceptions of teachers regarding digital leadership, learning organization and self-leadership according to the teachers' gender, school status, education status, school type and seniority. The digital leadership level of school principals positively affects schools becoming learning organizations and teachers' self-leadership. Suggestions have been presented for school principals to develop their digital leadership skills so that schools can be more successful in the rapidly changing and developing education age. School principals should positively motivate teachers, students and parents for digital transformation in education.