The impact of digital leadership on teachers’ technology integration during the COVID-19 pandemic in Kuwait

AlAjmi, Munirah Khalid

doi:10.1016/j.ijer.2022.101928

Cited by 53 publications

(27 citation statements)

References 25 publications

(30 reference statements)

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“…Such a culture is the biggest enabler of growth, and the strongest catalyst for change. This is a finding that comes similar to the literature on digital leadership (Habib et al, 2021 ; AlAjmi, 2022 ; Carvalho, 2022 ), which underscore the high impact of positive and inclusive cultures on digital transformation.…”

Section: Methodssupporting

confidence: 86%

A typology for digital leadership in higher education: the case of a large-scale mobile technology initiative (using tablets)

Ghamrawi

Tamim

2022

Educ Inf Technol

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This study investigated a digital reform initiative, rated excellent by the government, of one higher education institution (HEI) in an Arab State in the Gulf. The focus of the study was to develop a digital typology, while exploring the leadership attributes that characterized the core leadership team, as they accomplished the migration towards a digital culture in one year, within a context where faculty members showed resistance against digitalization. The study was conducted immediately after the implementation of the initiative that took place over the course of one year, just before the Covid-19 pandemic. Semi-structured interviews were conducted with all the six key individuals in the leadership team who led this initiative. Data was analyzed using content-based analysis. Findings of the study were used to synthesize a 5D typology for digital leadership attributes: (1) Digital competence; (2) Digital culture; (3) Digital Differentiation; (4) Digital governance; and (5) Digital advocacy. The paper provides in depth discussion how these attributes supported the adaptive ability of a Higher Education Institution towards accepting digitalization.

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Section: Methodssupporting

confidence: 86%

A typology for digital leadership in higher education: the case of a large-scale mobile technology initiative (using tablets)

Ghamrawi

Tamim

2022

Educ Inf Technol

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“…In addition to ICT literacy, teacher pedagogic competence is also influenced by other factors by 65.2%, including the background and level of teacher education, teaching experience, training experience, motivation, facilities and infrastructure, and supervision of the principal. Principals through their policies play an important role in helping teachers integrate ICT into learning through their policies (AlAjmi, 2022).…”

Section: Discussionmentioning

confidence: 99%

The effect of ICT literacy on the pedagogical competence of physics teachers'

Masrifah

Handayani

Nurjannah

et al. 2022

Momentum: Physics Education Journal

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This study aims to determine the effect of ICT literacy on the pedagogic competence of high school physics teachers in North Maluku. This research is correlational quantitative research. The subjects in this study were 80 high school physics teachers with details of 60 female teachers and 20 male teachers. Data collection on ICT literacy and pedagogic competence of Physics teachers was carried out through tests using ICT literacy questions and pedagogical competencies of knowledge aspects. Furthermore, the re-search data were analyzed using a linear regression test with IBM SPSS 20 software. Based on the results of the study, it is known that the understanding of ICT literacy has a positive effect on the pedagogic competence of physics teachers in the aspect of knowledge. This can be seen from the coefficient value of the variable X of 0.614, which means the magnitude of the influence of X on Y is in a strong category because it has a percentage of 61.4%. The implication of the results of this study is one of the efforts to improve the pedagogic competence of teachers, namely by strengthening their ICT literacy, because the higher the ICT literacy of teachers, the higher their pedagogical competence.

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“…As a result, principals must adapt their roles to become electronic leaders. Electronic leadership or e-leadership is a new paradigm that requires a leader to be virtually able to achieve goals supported by a work team that can operate computers with internetbased applications (Weng and Tang, 2014;AlAjmi, 2022). In addition, it is not enough for teachers to only master scientific competences (pedagogical knowledge and content knowledge) and personality competencies but also must be able to operate online-based learning (Arruti et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

E-leadership of the school principals in implementing online learning during COVID-19 pandemic at public senior high schools

Indra

Ritonga²,

Kustati³

2022

Front. Educ.

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This research aimed to discover the implementation of e-leadership for school principals during the COVID-19 pandemic and its effect on school performance through changes in teacher behavior. Quantitative research was used where it involved 8 public high schools with 150 respondents. The results showed that: (1) the implementation of e-leadership for school principals during the COVID-19 pandemic was at a very high level for the dimensions of the vision of continuous learning and professional development of teachers, and at a high level for the dimensions of classroom supervision and teacher performance assessment; (2) none of the independent variables have a correlation with the dependent variable greater than >0.50. The correlation between the independent variable and the dependent variable is at a simple stage for teacher behavior and a low stage for teacher performance; (3) the result of measurement model test with Confirmatory Factor Analysis (CFA) shows that the loading factor of each indicator is greater than 0.60, which means that the indicators are valid for measuring the variable; (4) the results of the structural model test show that the principal’s e-leadership variable, scientific competence (pedagogical knowledge and pedagogical content knowledge), personality competence and e-skills have a positive and significant effect on teacher behavior with a value of ***p = < 0.05. Teacher performance also has a positive and significant effect with a value of ***p = < 0.05 which makes H-1–H-9 accepted. Proportionally, e-leadership remains the main variable compared to other variables which gives the largest contribution to improving teacher performance through changes in teacher behavior by (0.280), scientific competence variables (pedagogical knowledge and content knowledge) and teacher personality, respectively, contribute to improved performance through changes in teacher behavior of (0.083) and (0.152). The e-skill competency variable of teachers contributes to increased performance through changes in teacher behavior of (0.177). The practical implication of this research is that principals need to change their roles and leadership styles from conventional to electronic-based learning leadership styles to realize effective online learning.

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The impact of digital leadership on teachers’ technology integration during the COVID-19 pandemic in Kuwait

Cited by 53 publications

References 25 publications

A typology for digital leadership in higher education: the case of a large-scale mobile technology initiative (using tablets)

A typology for digital leadership in higher education: the case of a large-scale mobile technology initiative (using tablets)

The effect of ICT literacy on the pedagogical competence of physics teachers'

E-leadership of the school principals in implementing online learning during COVID-19 pandemic at public senior high schools

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