Work Engagement, Technology Adoption Propensity and Student Academic Performance: A Convergent Design

Abstract

Academic performance is disconcerting. Using mixed method design, the significance and value of work engagement and technology adoption propensity of school heads on academic outcomes was explored. Data from 336 samples and 6 study participants were analyzed using multiple linear regression and thematic analysis respectively. It was found that while quantitative evidence only partially supports Expectancy-Value Theory by showing no direct effect of work engagement on academic performance, qualitative insights fully substantiate the theory by taking in the role of teachers and the learning environment; conversely, both strands converge in demonstrating that technology-driven leadership directly enhances academic performance. Exploring teacher and learning environment as mediators in school heads’ work engagement and technology adoption in shaping academic performance, and qualitative design may help evoke appropriate understanding on these elements are endorsed.