The purpose of this research is to determine the relationship between school heads' technological leadership levels and learning school levels. In the research, descriptive relational survey model, one of the quantitative research methods, was used. The population of the study consists of 11094 teachers and school administrators working in schools affiliated to the Ministry of National Education in the central district of Onikişubat in Kahramanmaraş in the spring semester of the 2020-2021 academic year. The sample of the study consists of 421 teachers and school administrators determined by convenience sampling method. As data collection tools in the study, the "Technological Leadership Roles of School Administrators Scale" developed by Sincar (2008) within the scope of his doctoral thesis and the "Learning School Scale" developed by Uğurlu, Doğan, and Yiğit (2014) were used. As a result of the analyzes, it was found that the technological leadership levels and learning school levels of the educators participating in the study were at high levels. It was seen that the technological leadership levels and learning school levels of educators (Teacher-School Administrators) differed significantly according to the independent variables of the type of school they work in and the type of duty. The high level of technology leadership behaviors of school administrators has a great effect on learning school levels. School administrators' realization of their technological leadership roles can bring the stakeholders in the school together in a collective way. will lead to action and purpose, make positive judgments on personal and organizational development, and develop personal talents. positive effects on his/her development.