In educational institutions, school administrators play an important leadership role in the effective and efficient implementation of technology integration. The standards developed by the International Society for Technology in Education (ISTE) provide a comprehensive framework to guide administrators in this area. This study aims to assess technological leadership characteristics of 33 public secondary school administrators in the Western Black Sea Region of Turkey based on ISTE standards. The data collected through a semi-structured interview form were analyzed using a case study approach. The findings, presented in a narrative synthesis under four main themes (technological structure, technological competencies, technological leadership and technological resources), were discussed within the framework of ISTE standards, revealing the factors that shape the leadership roles of school administrators. The results indicate significant tensions between the centrally provided technological infrastructure and its practical implementation, as well as a notable gap between strategic planning and on-the-ground application. Furthermore, teachers' varying competencies and the need for differentiated professional development were identified as critical elements for effective technology leadership. The study suggests that to enhance success, administrators must bridge the gap between planning and practice and foster a supportive school culture for all stakeholders.
Yavuzalp et al. (Sun,) studied this question.