Educational managers' self-efficacy perceptions of information technology may be thought to influence technological leadership selfefficacy perceptions. However, it is seen that there is not enough research on this situation in the field. In this context, the perceptions of technological leadership self-efficacy of education managers and the self efficacy perceptions of information technology have been discussed in this present study. In the literature, it is emphasized that the gender, age, branches, the schools where they graduate and the in-service training situations of education administrators and teachers are effective on different variables. These variables are considered as independent variables in this research. This study is a descriptive research. The study group of the study consisted of 210 school principals and assistant principals working in the Malatya Provincial Center. Data were collected by using Self-efficacy perception scale (a = 0.97) and Technology Supervisor Technology Leadership Self-efficacy Scale (a = 0.97). Frequency, percentage, Pearson correlation (r), t-test, one-way analysis of variance (ANOVA) and post-hoc analyzes were used in the analysis of the data. The results show that school administrators have a high level of self-efficacy perceptions of technological leadership. These perceptions do not differ according to the school level, age groups and in-service training. There is a significant positive correlation between technological leadership and IT self-efficacy perceptions.