| Summary: | The aim of this study was to investigate the impact of digital leadership style on teachers’ digital teaching with the mediating role of psychological empowerment. To achieve this purpose, the descriptive-correlation method was used by the structural equation modeling. The research population consisted of all the teachers in public and non-public schools in Khodābande city (N= 956), from whom, 274 teachers were selected as sample, according to Krejcie & Morgan's table and using quota sampling. The research tool consisted of three questionnaires including the digital leadership of ISTE (2014), the digital teaching of Hamzah, Nasir, & Wahab (2021), and the psychological empowerment of Spritzer & Mishra (1997). To analyze the data, the researchers used two softwares, i.e., SPSS (Version 26) and Smart PLS (Version 3). Findings showed that the digital leadership style has a direct and significant effect on two variables: digital teaching (β=0.89) and psychological empowerment (β=0.65). Also, psychological empowerment has a direct and significant effect on the digital teaching of teachers (β=0.82). Finally, digital leadership with the mediating role of psychological empowerment has an indirect and significant effect on digital teaching (β=0.24). Based on the research findings, it could be said that the success of digital leadership style in teachers’ digital teaching requires culturalization in the use of digital tools in the teaching-learning process, providing the infrastructures necessary to teach teachers, and increasing the competency, skill, and confidence of teachers in the use of digital tools in the teaching-learning process.
|
|---|