The Impact of Digital Leadership on Teachers’ Acceptance and Use of Digital Technologies

Abstract

Teachers’ lack of digital competence causes learning not to be carried out optimally. Thus, the challenge for teachers is getting tougher since, in this digital era, technology mastery plays a significant role in creating quality education. Considering the importance of technology and the role of leadership in education, this study aimed to analyses the impact of digital leadership on teachers' acceptance and use of digital technologies. This research was done involving 27 elementary schools in one city. Six teachers from each school were randomly selected to be the study samples. So, there were 162 teachers involved in the research samples. The research data were collected by distributing questionnaires to measure digital leadership and questionnaires to measure teachers' acceptance and use of digital technology. The collected data were analyzed using simple regression analysis with the help of SPSS 20 for windows. The study showed that the significance of the regression direction was 8,581 with a significance (sig.) of 0.000, which indicates that the regression direction is significant. Therefore, it can be concluded that digital leadership significantly influences teachers’ acceptance and use of digital technology. Since digital leadership is needed to increase education quality, it is suggested that the school principals enhance their digital leadership. Since this research was only limited to two variables, it is necessary to do further research involving more independent variables, considering the various factors that may affect the acceptance and use of technology.

Knowledge Mapping of Digital Leadership and Research Agenda: The Open Knowledge Maps Perspective

“…It is supported by cluster-7, which has a sub-theme of digital leadership in schools, and cluster-12, which has a sub-theme of digital leadership in universities. The previous studies that agglomerate in cluster-2 discuss the role of digital leadership in education, such as digital leadership implementation at universities [31], [32], [33], primary education, including early childhood education [34], [35], and research on the impact of digital leadership to teacher performance [36], [37], [38], [39], [40].…”

A scoping review on mapping the digital leadership constructs for educational settings: what we can learn?

“…School administrators also engage in community learning activities that promote collaboration, creativity, and innovation in the digital sphere. The following actions will result in systemic improvement: i) implementing change to meet the objectives of technology-based learning and producing media-rich information and resources; ii) accomplishing collaboration in metrics application, including the collection and analysis of data, as well as the identification of necessary results to improve the performance of teachers and the outcome of student learning; iii) employing human resources with expertise in technology usage to accomplish operational goals and academic objectives; iv) achieving strategic partnerships to bring forth systemic quality; v) creating and ensuring the sustainment of infrastructure by implementing technology to support and realize high-quality management and operations as well as teaching and learning as signs of systemic improvement [68].…”

Elevating Teachers’ Professional Digital Competence: Synergies of Principals’ Instructional E-Supervision, Technology Leadership and Digital Culture for Educational Excellence in Digital-Savvy Era

“…The role of the principal as a leader and technology-based supervisor in a digital-savvy era toward those issues is essential [10,26,27]. Studies on principal technology leadership in the Indonesian context have been investigated quantitatively and qualitatively [9,[28][29][30][31]. However, they are still limited, especially regarding their influence on teachers' digital competence comprehensively at the senior high school level.…”