Effect of Principals’ Digital Leadership and Teachers’ Digital Competence on Secondary School Teachers’ Classroom Teaching at District Lahore

Abstract

Rapid integration of digital technologies in the field of education has changed the dimensions of classroom teaching practices, which demand digital leadership practices and digital competencies of teachers. This study examines the effect of principals’ digital leadership and teachers’ digital competence on secondary school teachers’ classroom teaching in District Lahore. This study is grounded in transformational leadership and e-leadership theory. A casual comparative research design is used to conduct this study. Data were collected from secondary school teachers district Lahore through three structured questionnaires which measured principals’ digital leadership, teachers’ digital competence, and classroom teaching practices. Descriptive statistics, independent sample t-test, and simple linear regression analysis were used for data analysis. The findings revealed a significant strong effect of teachers’ digital competence on classroom teaching. Principals’ digital leadership practices showed a significant weak effect on classroom teaching practices. The findings of this study have practical implications for professional teachers’ trainers, school administrators, and policy makers. This study also contribute in growing body of research on digital leadership and teachers’ digital competence in regard of classroom teaching at the secondary school level.