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Abstract
Technological developments and digital transformation affect not only educational practices but also educational management. Accordingly, the types of leadership exhibited by school administrators also change. A new type of leadership brought about by digital transformation is digital leadership. With the technological developments in schools, digital leadership has become an important type of leadership for school administrators. In this study, teachers' views on the digital leadership roles of school administrators were examined. Phenomenology design, one of the qualitative methods, was used in the research. The study group consists of 44 teachers who have master's education without thesis. The data of the research consists of five open-ended questions. Content analysis method was used in the analysis of the data. According to the results obtained from the research; It has been concluded that school administrators' use of digital technologies is sufficient by teachers and they support digital transformation in schools. It was concluded that school administrators support technology-based professional development and digital school culture. Digital leadership indicators of school administrators are expressed in three categories as technological, managerial and individual skills. Indicators related to technology are expressed as digital learning ability, encouragement to digital technology, following technology, digital school culture and digital school authorship. Indicators related to management are stated as change management, innovation management, cooperation, having a vision, entrepreneurship, being impartial and embracing, risk management, responsibility sharing, trust, participation in decision, motivation, accountability and managing individual differences. Indicators of individual skills are expressed as open to learning, communication skills, creativity, critical thinking, problem solving skills, practical intelligence and global thinking.