Digital Leadership Competencies, Technology Integration, and Teaching Effectiveness: A Mixed-Methods Study in Schools Digital Leadership, Technology Integration, and Schools

Abstract

Background & Objective: Digital transformation has reshaped educational systems worldwide, increasing the importance of digital leadership in promoting effective technology integration and improving teaching practices. However, the relationships among digital leadership, technology integration, and teaching effectiveness remain insufficiently understood, particularly within an integrated educational leadership framework. This study examined the influence of digital leadership competencies on technology integration and teaching effectiveness in schools and explored how these factors interact to support educational digital transformation.

Methodology: A mixed-methods cross-sectional design was employed. Quantitative data were collected from school leaders and teachers using validated questionnaires, while qualitative data were obtained through semi-structured interviews with school leaders. Descriptive statistics, exploratory factor analysis, and linear regression analyses were used to examine the quantitative data, whereas thematic analysis was conducted to analyse the interview findings.

Results: The findings demonstrated that school leaders exhibited high levels of digital leadership competencies. Digital leadership showed a strong positive association with technology integration, while technology integration was positively associated with teaching effectiveness. The combined regression model explained a substantial proportion of the variance in teaching effectiveness, indicating that leadership and technology integration jointly contribute to improved instructional outcomes. Qualitative findings complemented the quantitative results by highlighting that strategic vision, professional development, teacher support, organisational readiness, and adequate infrastructure are essential for successful technology integration and effective teaching.

Conclusion: These findings contribute to the growing body of knowledge in educational leadership by providing integrated evidence on the relationships among digital leadership, technology integration, and teaching effectiveness, offering practical insights for school leaders and policymakers seeking to advance sustainable digital transformation in schools.