Bu araştırmanın amacı okul yöneticileri ve öğretmenlerinin eğitim teknolojilerine yönelik görüşleri ve özerklik algıları arasındaki ilişkiyi belirlemektir. Araştırma 2019-2020 eğitim öğretim yılı İzmir ili merkez ve ilçelerindeki 27 proje okullarında görev yapan 634 okul yöneticileri ve öğretmenler ile yürütülmüştür. Araştırma nicel bir araştırma olup, tarama modellerinden ilişkisel tarama modeli kullanılmıştır. Veri toplama araçları olarak `Eğitim Teknolojilerine Yönelik Görüşler Ölçeği` ve `Öğretmen Özerkliği Ölçeği` kullanılmıştır. Elde edilen veriler SPSS ve LİSREL analiz programlarıyla değerlendirilmiştir. Eğitim Teknolojilerine Yönelik Görüşler Ölçeği ve Öğretmen Özerkliği Ölçeği ve ölçeklerin alt boyutlarının ortalamalarını belirlemek için betimsel istatistikler kullanılmıştır. Her iki ölçek normal dağılım gösterdiğinden, araştırma verilerininin analizi için parametrik testlerden Anova ve T-Testi kullanılnıştır. Araştırma bulgulara göre, erkek öğretmenlerin eğitim teknolojilerine yönelik kaygılarının kadın öğretmenlere göre daha yüksek olduğu belirlenmiştir. Branşı sosyal bilimler olan öğretmenlerin, eğitim teknolojilerinin yararları ve eğitime katkı puanları; branşları fen bilimleri ve meslek dersleri olan öğretmenlerin puanından daha yüksek çıkmıştır. Kadın öğretmenler erkek öğretmenlere göre öğretim programıyla ilgili daha özerk görüşlere sahiptir. Araştırmada, okul yöneticileri ve öğretmenlerin eğitim teknolojilerine yönelik görüşleri ile özerklik algıları arasındaki ilişki düzeyi düşük düzeyde bulunmuştur. Benzer çalışmaların daha büyük örneklem grubuyla yapılarak sonuçların benzerliği ya da farklılığı karşılaştırılabilir. Araştırma sürecinde öğretmenlerin önemli bir bölümünün anket sorularını yanıtlamaktan kaçındıkları gözlenmiştir. Öğretmenlerin anket sorularını daha istekli yanıtlanmaları amacıyla, akademik çalışmalara yaptıkları katkının, hizmet puanına dönüştürülmesi veya maddi kazanımlar sunulması önerilmektedir. Kıdem yılı yüksek öğretmenlerin, üst yaş dilimindeki öğretmenlerin ve erkek öğretmenlerin eğitim teknolojilerine yönelik kaygılarını gidermek amacıyla; teknolojiyi derslerinde daha verimli kullanan genç kuşak öğretmenler arasında meslektaş danışmanlığı oluşturularak deneyimlerin karşılıklı paylaşılması önerilmektedir. Yönetici ve öğretmenlerin özerkliklerini sınırlandıran etmenlerin belirlenmesine, mesleki kararlar almalarını ve kararlara katılmalarını kolaylaştıran yollar bulunmasına yönelik yeni araştırmalar yapılabilir.

The purpose of this study was to determine the relation between the views of school administrators and teachers on educational technologies and perceptions of autonomy. The study was conducted with 634 school administrators and teachers working at 27 project schools in Izmir city center and districts in 2019-2020 Academic Year. The study had a quantitative design, and a Correlational Survey Model, which is among the survey models, was used. The `Scale of Views on Educational Technologies` and `Teacher Autonomy Scale` were used as the data collection tools. The data obtained in the study were evaluated with the SPSS and LISREL analysis programs. Since both scales showed normal distribution, the Anova and T-Test, which are among the parametric tests, were used for the analysis of the study data. According to the study findings, it was determined that the concerns of male teachers about educational technologies were higher than those of female teachers. The scores of the teachers whose branch was social sciences regarding the benefits of educational technologies and contribution to education than those whose branch was science and vocational courses. Female teachers had more autonomous views on curricula than male teachers. In the study, the level of relation between the views of school administrators and teachers on educational technologies and perceptions of autonomy were found to be low. The similarity or difference of the results can be compared by conducting similar studies with larger sampling groups. It was observed during the research process that most of the teachers avoided answering survey questions. To facilitate the response of the teachers to answer survey questions more willingly, it is recommended that their contribution to academic studies would be converted into service points or offer financial gains. To eliminate the concerns of senior teachers or teachers from upper-age categories, and male teachers about educational technologies, it is recommended to exchange experiences by creating colleague counseling with young-generation teachers who use technology more efficiently in their courses. New studies can be conducted to identify the factors that limit the autonomy of administrators and teachers, to find ways to make professional decisions, and to participate in these decisions. It can be argued that the interest and awareness of school administrators and teachers on educational technologies and teacher autonomy are not at high levels. For this reason, it is recommended that studies are conducted on both educational technologies and teacher autonomy. It was observed during the study process that a significant number of teachers avoided answering the questions in the survey forms, which might reduce the effectiveness of the work of teachers. It is recommended that relevant institutions find solutions for this problem. It is recommended that trainings on educational technologies are provided to teachers with high seniority to improve themselves, to eliminate their concerns, and to support them to improve themselves. The present study had a quantitative study design. It is recommended that future research are conducted on both quantitative and qualitative designs. The study was limited to the school administrators and teachers who worked in Project High Schools in the city of Izmir and central districts. It is recommended that similar studies are conducted in different cities and districts to examine the similarities or reasons for differentiation of the results. It is also recommended for future studies that they examine not only school administrators and teachers working in project high schools, but also include the administrators and teachers in other schools to examine whether there is a change in study results. It is recommended that the approach of school administrators and teachers are investigated regarding educational technologies and what studies to be conducted to positively improve teacher autonomy trends. The opinions of school administrators and teachers regarding educational technologies and perceptions of autonomy were investigated at project high schools, which are official schools. It is recommended that future studies are conducted for the same purpose in private high schools, and the similarities or reasons for differentiation of the study results are addressed. It is recommended that school administrators and teachers follow new technologies closely, and provide trainings on how to use them efficiently in their educational settings. It is recommended that the infrastructure and physical conditions of schools are adapted for teachers to integrate innovations in educational technologies in educational settings. It is also recommended that school administrators and teachers are directed to post-graduate education to ensure their professional development and not to be away from developments in their fields. It is recommended that new studies are conducted for administrators and teachers to identify the factors limiting their autonomy, to find ways to make professional decisions, and to facilitate the participation to decision-making processes. It is also recommended that school administrators encourage teachers to participate in decision-making processes by providing the necessary support for teachers in their professional development.