THE IMPACT OF PRINCIPALS’ DIGITAL LEADERSHIP ON TEACHERS’ PERFORMANCE IN SECONDARY SCHOOL

Abstract

The aim of this study is to investigate the effect of principals' digital leadership on teachers' performance in secondary schools. In our digital age, principals are required to take the lead in technology integration, digital communication, teacher professional development and establish an innovative learning environment. In school systems in developing countries, though, little is known through quantitative studies about how principals' digital leadership impacts teacher performance. Transformational Leadership Theory and Technology Acceptance Model are the foundations of this study. A quantitative approach is recommended, surveying secondary school teachers. Digital leadership of principals is the independent variable and teachers' performance is the dependent variable. The statistical analysis may involve descriptive statistics, reliability analysis, Pearson correlation and regression. The anticipated results indicate that principals' digital leadership is positively associated with teachers' performance. The study suggests that digital vision, support for professional development, digital communication, support for instruction, and data-driven decision-making improve teachers' lesson preparation, classroom management, assessment, digital teaching and collaborating, as well as their professional responsibility. This research is important for policymakers, principals, and teacher education programs as it has shown that digital transformation in schools is not about digital tools, but also about digital leadership. The study may inform future leadership development programs and enhance technology-enhanced teaching in secondary schools.