This study aimed to examine the technology leadership behaviours of school principals based on the perceptions of teachers, by employing a mixed method design in which quantitative and qualitative methods were used concurrently. It was conducted with teachers working in public schools in a province in the West Black Sea Region, Turkey. The quantitative data were obtained from 198 teachers using the Technology Leadership Scale, while the qualitative data were collected from 24 teachers through open-ended questions containing the sub-dimensions of the Technology Leadership Scale. The quantitative data were analysed with descriptive statistics, independent samples t-test, and ANOVA test, while the qualitative data analysis was conducted through the descriptive analysis approach using MaxQDA 2020 software. The results revealed that the teachers participating in the study consider their school principals' levels of technology-related leadership behaviour as sufficient. No statistically significant difference was observed between the technology leadership behaviours, and the variables of the teachers' gender, educational background, and professional seniority. Statistical significance was found between the teachers' perceptions regarding the school principals' technology leadership levels and the variable of teachers' length of work in the same school. The teachers with shorter length of work in the same school regard the technology leadership levels of school principals higher than those with longer length of work. The results obtained from the qualitative dimension of the research show that the school principals behave fairly in terms of enabling the use of technology, create the technology infrastructure, inform the teachers against cybercrimes and contribute to the increase of their motivation.