Intermediate School Principles’ Digital Leadership and its Relationship to Teachers’ Innovative Work Behavior In Jeddah Governorate.

Document Type : Original Article

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Abstract

This study aimed at identifying the extent to which intermediate school leaders practice digital leadership styles from the teachers' perspectives in Jeddah city. The study investigated the degree of availability of innovative work behavior among teachers in schools to reveal the statistically significant correlation between the school leaders’ practices of the digital leadership styles, on the one hand, and the teachers' innovative work behavior. The study attempted to examine whether there were statistically significant differences between the teachers’ perceptions about their evaluation of the school leaders' practice of digital leadership styles and teachers' innovative work behavior attributed to the differences in the variables of gender and years of experience.
To achieve the objectives of the study, the two researchers used the quantitative approach, i.e. survey, and correlation. To collect data, the researchers used Al-Riqib's (2021) digital leadership scale, which depended on the standards of the International Society for Educational Technology (ISTE, 2018). The researchers also utilized Janssen's (2000) scale to measure innovative work behavior. The study population consisted of (8588) male and female intermediate school teachers in Jeddah. Random convenient sample was utilized, and it Is comprised of 371 subjects at a rate of 4.3% of the entire population.
The findings revealed that school leaders tend to practice digital leadership to a high degree. All the dimensions of the digital leadership practice among school leaders were high viz building a digital culture, a visionary blueprint of the program, empowered leader, program designer, and teachers professional development.
The study also found that teachers have a high level of innovative work behavior from their perspective. There was a statistically significant direct correlation at the significance level of (0.01) between school leaders' practice of the digital leadership style and teachers' innovative work behavior.
The results showed no statistically significant differences between teachers' perceptions of their evaluation of their school leaders' practice of digital leadership style attributed to the variable of teaching experience. However, the results showed statistically significant differences between teachers' perceptions of their evaluation of their school leaders' practice attributed to the gender variable. Furthermore, the results showed that there were no statistically significant differences between the teachers' mean responses about their evaluation of their Innovative work behavior attributed to the variables of both gender and teaching experience.
The study recommended designing training programs concerned with the development of digital leadership practices and styles, and their various applications in the educational environment among school leaders. It is recommended to establishing a digital unit In education management to survey and examine principals' digital leadership styles to augment deficiencies. Also, the study recommended increasing teacher training programs to boost and reinforce innovative work behavior. The study recommended conducting further studies to explore the relationship between other leadership styles and innovative work behavior.
 

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