A Study on Digital Citizenship Competencies of School Administrators and Teachers

Year 2025, Volume: 7 Issue: 2, 377 - 396, 31.12.2025

Tuncer Bülbül , Cem Çuhadar , Hasan Özgür , Şahin Dündar , Gökhan Ilgaz , Fatma Akgün , Gül Kurum , Selmin Çuhadar

https://doi.org/10.51535/tell.1825808

Abstract

This study aimed to examine the digital citizenship competencies of school administrators and teachers and to identify their views on digital citizenship. It was a descriptive research including quantitative and qualitative paradigm. The quantitative data was collected from a total of 256 participants (225 teachers; 31 administrators), while the qualitative data was obtained from a total of 25 participants (18 teachers; 7 administrators). In line with the general purpose of this study, the findings obtained from the quantitative data revealed that school administrators and teachers generally considered themselves highly competent in digital citizenship. Moreover, they also perceived themselves as highly and moderately competent in the sub-dimensions of digital citizenship such as digital law, digital etiquette, digital rights and responsibilities, digital access, digital communication, digital commerce, digital literacy, digital security, and digital health and wellness. In addition, the qualitative data pointed out that the school administrators and teachers generally had a high level of awareness of the concept of digital citizenship and its sub-dimensions. They had a clear understanding of their rights and responsibilities and knew what they should pay attention to in relation to digital citizenship. The qualitative data also showed that the school administrators and teachers were aware of what they needed to do to overcome their shortcomings with respect to digital citizenship.

Keywords

Digital citizenship , Dimensions of digital citizenship , school administrators , teachers , high school

Ethical Statement

This research was conducted with the permission of the Social and Human Sciences Research Ethics Committee of Trakya University.

Supporting Institution

This research was funded by Trakya University Scientific Research Projects Unit (Project No: 2021/35)

Project Number

Project No: 2021/35

Thanks

We would like to thank all the administrators and teachers who participated in our work and training. Also we would like to thank Trakya University Scientific Research Projects Unit

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