Аннотация:The use of ICT is not something new among school members in the 21st era. However, in reality it still requires the solid support of all school members, especially the school leader, the head teacher as the most influential individual as a motivator for the subordinates of an organization. The relationship between headteacher technology-based leadership and its impact on the level of teacher self-efficacy is still unclear, especially in Malaysian national schools. Therefore, this study was carried out to see the relationship between headteacher technology leadership and the level of teacher self-efficacy in national schools in Seremban district, Negeri Sembilan. This quantitative study involved 207 national school teachers in Seremban district, Negeri Sembilan. A questionnaire was used as a research instrument and distributed online. To answer the research question, descriptive and inferential analysis was carried out using the SPSS 27 program. The results of the study found that technological leadership and the level of self-efficacy each reached a very high mean. The results of the Pearson correlation test also show a strong relationship between technology leadership and the level of teacher self-efficacy (r = 0.676, p = 0.001). Based on the findings, it can be concluded that the level of technological leadership of a head teacher will have an impact on the level of teacher self-efficacy. The results of this study show that the NETS-A technology leadership model is a comprehensive model and that the self-efficacy theory of Tschanen-Moran and Hoy (2001) is still relevant. This study can also help MoE and agencies under it, such as the Department of Education and the District Education Office, to improve their policies, especially regarding the use of ICT in school operations.
