The computational thinking education in K-12 has become an important issue so this study arranged a technology leadership lectures of computational thinking courses for the principals in primary and secondary schools. After the principals finished the computational thinking courses and completed the training, the principals needed to fill out a questionnaire to evaluate their schools’ readiness in every aspect about conducing computational thinking education. Through the scale, this study developed a model analysis for the readiness of schools conducting computational thinking education, to explore the path relation of TPACK and its three aspects—technological knowledge (TK), pedagogical knowledge (PK) and content knowledge (CK). The other three parts of readiness are the hardware preparations of national compulsory education schools in the domain of technology education, the teaching resources management and preparation, and supports of leadership. Through this path analysis, this study systematically established the software and hardware preparation of computational thinking.