Οργάνωση και Διοίκηση της Εκπαίδευσης» ΔΙΠΛΩΜΑΤΙΚΗ ΕΡΓΑΣΙΑ Η αυτεπάρκεια και το άγχος των διευθυντών σχολικών μονάδων πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης όσον αφορά τη χρήση ΤΠΕ για την οργάνωση και διοίκηση της εκπαίδευσης ΤΑΟΥΣΑΝΗΣ ΝΙΚΟΛΑΟΣ ΕΠΙΒΛΕΠΩΝ ΚΑΘΗΓΗΤΗΣ: Δρ. ΣΤΑΥΡΟΠΟΥΛΟΣ ΒΑΣΙΛΕΙΟΣ ΒΟΛΟΣ 2019 Abstract The introduction of Information and Communication Technologies (ICT) in the field of education has brought about significant changes, creating a new dynamic that affects all

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... ons of the educational process, even at the administrative level. Self-efficacy and anxiety that managers may experience when using ICTs are important factors for their successful use, as part of their administrative work. The aim of this study is to highlight the attitudes and views of primary and secondary school principals, regarding self-efficacy and anxiety they experience in ICT use for administrative purposes. In particular, the study focuses on investigating the relationship between managers' demographic and professional variables with self-efficacy and anxiety they experience while using ICT, detecting the relationship between these two variables, and mapping their possible degree of differentiation by educational level. The sample consisted of 654 principals (375 primary school and 279 secondary school principals) served in primary and secondary school settings in the Greek realm, chosen by simple random sampling. A web-based self-report questionnaire was used as a data collection tool, in which participants were asked to express their views on ICT selfefficacy and anxiety by answering the two scales. The results of the survey show a high degree of principals' self-efficacy and a reduced degree of anxiety over the administrative ICT use. Men have an increased degree of self-efficacy and a lower degree of anxiety compared to women. Years of administrative experience are positively correlated with ICT self-efficacy. The role of ICT training is important, as those with a higher level of ICT training have a significantly higher degree of self-efficacy and experience less anxiety than others. The findings reflect a negative correlation between ICT self-efficacy and anxiety, whereas self-efficacy in solving simple problems using PCs is a major predictor of overall anxiety, and self-efficacy in PC-based knowledge being the second predictor variable. Educational grade (primary or secondary school settings) does not appear to affect this relationship.