Digital Leadership and Teacher Competence in Higher Education: The Mediating Role of Technology-Based Training in Karachi

Abstract

The proposed qualitative research examines the effects of digital leadership on teacher competence that can be achieved with the help of technology-based training in Karachi higher education institutions, Pakistan. Based on the Transformational Leadership Theory and Technological Pedagogical Content Knowledge (TPACK) model, semi-structured interviews, focus group discussion and document analysis with a total of 30 participants (20 teachers and 10 administrators) resulted into a collection of data across five public and privately-owned universities. The advice of thematic analysis is that digital leadership is a force of transformation, which is led by ethical role modeling, visionary direction, intellectual stimulation, and an individualized support, rather than an administrative one. Teacher competence proved to be multidimensional and included the skills with technology, pedagogical innovation, communicating, managing a classroom, and assessing abilities. Importantly, technology-based training is the key connector between the vision on the leadership and classroom implementation; it should be effective based on the strategic alignment, quality of content and trainers, feedback systems, and validity. It is proposed that the Digital Pedagogical Leadership (DPL) Model is able to realize sustainable digital transformation through the combination of the synergist dynamics of visionary leadership, structured training ecosystem, and continuous teacher development. Results fill an important research gap in South Asian higher education and provide evidence-based suggestions to policy, leadership practice and the design of professional development in resource-restricted, culturally-specific settings.