check the attached one

323 technology; people who set an example and motivate the teachers on the effective use of technology. In general, it can be stated that if the administrators possess the technology leadership standards (NETS-A) developed by ISTE (2009), educational administrators can be referred to as technology leaders. NETS-A standards aim to ensure that school administrators use technology effectively, organize technology-related activities and become models at the school (Altınay & Altınay, 2015). According to ISTE (2009) these standards are described as "visionary leadership", "digital age learning culture", "excellence in professional practice", "systemic improvement" and "digital citizenship". These standards are explained as follows (Hacıfazlıoğlu, Karadeniz & Dalgıç, 2011 a; ISTE, 2009). 1. Visionary Leadership (VL): Educational administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization. 2. Digital Age Learning Culture (DALC): Educational administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students. 3. Excellence in Professional Practice (EPP): Educational administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. 4. Systemic Improvement (SI): Educational administrators provide digital-age leadership and management to continuously improve the organization through the effective use of information and technology resources. 5. Digital Citizenship (DC): Educational administrators’ model and facilitate understanding of social, ethical, and legal issues and responsibilities related to an evolving digital culture. achievement and utilize them (Courville, 2011). To follow the emerging technologies, it is necessary to have an interest in these technologies (Jameson, 2015), to adopt and develop a positive view of the use of technology for the innovation in schools (Tarhini et all, 2015). All these refer to technology acceptance model (TAM). Developed by Davis (1989), TAM explains end-user's desires, i.e. attitudes to use emerging technologies in institutions. The attitude towards the use is determined by two other variables: perceived usefulness and perceived ease of use. Perceived ease of use directly affects the perceived usefulness as well as attitude (Nagy, 2018). Perceived Ease of Use is defined as the "the degree to which a person believes that using a particular system would be free from effort" (Davis, 1989) while Perceived Usefulness is defined as "the degree to which a person believes that using a particular system would enhance his or her job performance" (Davis, 1989). According to Venkatesh and Davis (2000) for individuals to exhibit behaviours of using a new technology; it is effective that the system; is easy to use and helpful, is required by the people the individual cares, increases the individual's social status, is pertinent to the individual's profession, performs its functions successfully, is not mandatory to be used and has concrete benefits (Vijayasarathy, 2004). From this point of view, the aim of this research is to investigate the technology leadership self-efficacy of school administrators within the framework of technology acceptance model. The research questions determined for this purpose are as follows: 1- What do administrators think about technology integration to the education process with regards to the perceived usefulness and ease of use? 2- What do administrators think about promoting effective use of technology for learning with regards to perceived usefulness and ease of use? 3- What do administrators think about effective communication with all stakeholders with regards to perceived usefulness and ease of use?

324 II. METHODOLOGY This research is designed as a comparative case study among the qualitative research designs. Qualitative research can be defined as a research model in which qualitative data collection techniques such as observation, interview and document analysis are employed and a research model in which a qualitative process is followed to reveal perceptions and events in a realistic and integrative way in their natural environments. Qualitative studies are studies that focus on investigating and understanding social phenomena within the environment they are connected to (Denzin & Lincoln, 2011; Yıldırım & Şimşek, 2011). Case studies are studies in which multidimensional data collection techniques such as observation, interview, document analysis were employed and the obtained data is analyzed by methods as revealing patterns, describing and comparative analysis and the results are reported by means of defining and interpreting the cases comparatively or alone (Yıldırım & Şimşek, 2011). The study group consists of 20 administrators who are working in secondary schools in northern part of Cyprus in the 2017-2018 academic year. No sampling was made from the universe; all the secondary school administrators within northern part of Cyprus were reached. III. FINDINGS The administrators' views on the first dimension of the study; technology integration to the education process with regards to the perceived usefulness and ease of use are presented with themes and percentages in Table 1. education process was very effective in increasing the educational success. should not be in front of any educational purpose in education. education saves time and provides benefits to improve instruction. Table 1: Administrators' views on technology integration to the education process with regards to the perceived usefulness and ease of use As can be seen from the table above, a total of 75% of school administrators stated that the use of technology in the education process was very effective in increasing the educational success. In this context, a school administrator stated: "I can clearly state as an administrator that with the support we have provided to our teachers for effective and efficient use of technology, our school success in education has increased considerably (I(3))." The percentage of the administrators who have expressed their views under the theme that technology should not take precedence over any educational objectives was revealed as 60%. Under this theme, one school administrator has expressed his views as "The use of technology in school and education is very important. However, the use of technology should not take precedence over any educational objectives (I(14))." Among the school administrators, a total of 45% expressed their views under the theme; use of technology in education saves time and provides benefits to improve instruction. Referring to this theme, one school administrator stated her views as; “I can say that the use of technology in education provides a great saving of time and thus brings important benefits for the improvement of instruction thanks to the suggestions we have provided to our teachers about the importance of using technology as the school administrator (I(20).”

325 stated the students' learning was highly improved when they supported the efficient use of technology in learning. administrators are in the use of technology, the more teachers put effort to make use of technology and faster the students' learning process becomes. Table 2. Administrators' views on promoting effective use of technology for learning with regards to perceived usefulness and ease of use As can be seen from the table above, a total of 70% of the school administrators stated that the students' learning was highly improved when they supported the efficient use of technology in learning. In this context a school administrator stated “I can say that the learning of the students improve considerably when we promote the efficient use of technology in our school as administrators (I(8)). The percentage of the administrators who have expressed their views under the theme, that the more effective administrators are in the use of technology, the more teachers put effort to make use of technology and faster the students' learning process becomes, was revealed as 55%. Under this theme, one school administrator has stated his views as “The more effective administrators are in the use of technology, the more teachers put effort to make use of technology and faster the students' learning process becomes (I(13))." that they are more successful in communicating effectively with all the stakeholders through the use of technology. increases as a result of administrators' increased of effective communication through technology. technology and the use of technology by administrators all activities carried out in the school are coordinated and organized.

326 As can be seen from the table above, a total of 80% of school administrators stated that they are more successful in communicating effectively with all the stakeholders through the use of technology. In this context, a school administrator stated: "In our school we communicate only through technology and I can say that we are more successful in communicating effectively (I(9))." The percentage of the administrators who have expressed their views under the theme that the success of education increases as a result of administrators’ increased of effective communication through technology was revealed as 75%. Under this theme, one school administrator has stated her views as "I can state that as school administrators, we increase the effective communication among teachers through using technology and thus we are more effective in the increasing the success of education (I(18))." Among the school administrators, a total of 70% stated their views under the theme; as a result of the importance given to the technology and the use of technology by administrators all activities carried out in the school are coordinated and organized seriously. Referring to this theme, one school administrator stated his opinions as; “I can say that as a result of the importance we give to the technology and the use of technology as administrators we provide great opportunities for all activities carried out in the school are coordinated and organized seriously (I(20).” The administrators' views on the fourth aspect of the study, creation of social interaction based on trust on technology use in the organization with regards to perceived usefulness and ease of use are presented with themes and percentages in Table 4. they created social interaction based on trust and thanks to the social interaction the teachers' motivation increased strongly. that through creation of social interaction based on trust a strong sense of belonging was attained and that the success in education has enhanced. Table 4. Administrators' views on creation of social interaction based on trust on technology use in the organization with regards to perceived usefulness and ease of use As can be seen from the table above, a total of 70% of school administrators stated that they created social interaction based on trust and thanks to the social interaction the teachers' motivation increased strongly. In this context, one school administrator expressed: "I can clearly state as an administrator thanks to the use of technology we have created social interaction and as a result of this interaction the teachers are strongly motivated (I(10)." The percentage of the administrators who have expressed their views under the theme that through creation of social interaction based on trust a strong sense of belonging was attained and that the success in education has enhanced, was revealed as 60%. Under this theme, one school administrator has stated his views as "Related to technology use, I can say that, thanks to the social interaction based on trust we have created a strong sense of belonging and have increased student success in education (I(19))."

327 IV. CONCLUSIONS First Dimension: Administrators' views on technology integration to the education process with regards to the perceived usefulness and ease of use. In the first dimension of the study, within the context of administrators' views on technology integration to the education process with regards to the perceived usefulness and ease of use a total of 75% of school administrators stated that the use of technology in the education process was very effective in increasing the educational success. In this context we can suggest that it is appropriate to provide continuous support and training to administrators and teachers on the use of technology (Aksal, 2015). The percentage of the administrators who have expressed their views under the theme that technology should not take precedence over any educational objectives was revealed as 60%. Relevant to this theme we can say that it is more appropriate to set limitations on use of technology on certain subjects. Furthermore, it is also concluded that the use of technology provides significant benefits for students and teachers in education process through saving a substantial amount of time (Gazi & Aksal, 2017). Second Dimension: Administrators' views on promoting effective use of technology for learning with regards to perceived usefulness and ease of use. learning (Akcil, Altinay & Altinay, 2016). The more effective administrators are in use of technology, the more effort teachers put into practice on the use of technology and thus realize the learning process with students. Therefore, it can be suggested that school administrators should be provided with planned training on development of missing information and education on technology use. Third Dimension: Administrators' view on effective communication with all stakeholders with regards to perceived usefulness and ease of use. Within the context of the participants' views on the third dimension of the study the; effective communication with all stakeholders with regards to perceived usefulness and ease of use a total of 80% of school administrators stated that they are more successful in communicating effectively with all the stakeholders through the use of technology (Gazi & Aksal, 2017) It is understood from the received responses that the administrators can increase the success of education as a result of enhancing the effective communication using technology. As a result of the importance they give to technology and its use, the administrators can seriously coordinate and organize all the activities conducted within the school. Fourth Dimension: Administrators' views on creation of social interaction based on trust on technology use in the organization with regards to perceived usefulness and ease of use. In the fourth dimension of the study, within the context of participants' views on creation of social interaction based on trust on technology use with regards to perceived usefulness and ease of use a total of 70% of school administrators expressed that they created social interaction based on trust and because of the social interaction the teachers' motivation increased strongly. We can say that due to the social interaction based on trust the administrators have succeeded in creating a strong sense of belonging and thus increased the student success in education within the school (Altınay, Dagli & Altınay, 2017). Reference Text and Citations [2] Akcil, U., Altinay, F., Altinay, Z. (2016). Assesing the effects of managers in the process of digital citizenship roles. The Antropologist, 23(1,2), 209-217.[3] Aksal Altınay, F. (2015). Are headmasters digital leaders in school culture? Education and Science, 40(182), 7786.

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