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Abstract

The aim of this study was to identify the degree of digital leadership employed among Arab school principals within the Green Line from the perspectives of both principals and teachers, as well as to determine the impact of variables such as gender, job title, educational qualification, years of experience, and type of school on that degree. A descriptive survey approach was utilized, and a questionnaire was developed as a tool to collect the necessary data to achieve the study's objectives. The study sample consisted of 572 principals and teachers, selected using a convenience sampling method. The results of the study indicated that the degree of digital leadership employed among Arab school principals within the Green Line, from the perspectives of both principals and teachers, was moderate. Additionally, the results revealed significant statistical differences at (α=0.05) in the sample's estimates of the degree of employment of digital leadership by Arab school principals due to the job title variable in favor of school principals, educational qualification in favor of those with graduate degrees, and the type of school variable in favor of private schools. No significant statistical differences were found due to gender or years of experience. In light of these results, the researchers concluded a set of recommendations, the most important of which are: inviting decision-makers to develop policies and regulations related to the employment of digital technology, establishing a system for training programs and evaluating employees to effectively apply modern technology in school leadership, and focusing on the professional development needs of school leaders in light of the dimensions of digital leadership.

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