The degree of innovative leadership practice and its relationship to the level of digital leadership among school principals
Authors
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Khaled Sulieman Momani
Department of Educational Administration, Faculty of Educational Sciences, Ajloun National University, Ajloun, Jordan.
https://orcid.org/0009-0006-1779-5438
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Mohammad Mahmoud Alsadi
Department of Educational Administration, Faculty of Educational Sciences, Ajloun National University, Ajloun, Jordan.
https://orcid.org/0009-0008-5467-9449
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Yasser Rady
Self-Development Department, Deanship of Preparatory Year and Supporting Studies, Imam Abdulrahman Bin Faisal University, Kingdom of Saudi Arabia.
https://orcid.org/0000-0001-9374-2035
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Rawan Wael Siaj
Palestine Ahliya University, Palestine.
https://orcid.org/0000-0002-7722-5932
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Burhan Hamadneh
Department of Special Education, Faculty of Educational Sciences, Ajloun National University, Ajloun, Jordan.
https://orcid.org/0000-0001-9625-1696
DOI:
https://doi.org/10.18488/73.v14i1.4699Abstract
The study examines the relationship between innovative leadership among public school principals and digital leadership from the perspective of teachers. A correlational descriptive approach was employed. Two questionnaires were developed: one on innovative leadership (22 items) and another on digital leadership (18 items). The sample consisted of 300 teachers purposefully selected from public schools in Ajloun Governorate, Jordan. The results showed that both innovative leadership and digital leadership levels as perceived by teachers were high. Additionally, a statistically significant and positive relationship was found between digital leadership (and its dimensions) and innovative leadership among school principals. The study highlights the importance of both innovative and digital leadership in fostering flexible work environments and driving sustainable change in education. Based on the findings, the study recommends developing innovative training programs for school principals to enhance their administrative and digital leadership capabilities. It also emphasizes the need for appropriate digital infrastructure in schools.
