Teacher Digital Competence as Predicted by Instructional Leadership of Teachers and Digital Leadership Practices of School Heads: A Multiple Linear Regression Analysis

Abstract

Poor digital competence of teachers is a problem in education. Forecasting teacher digital competence as predicted by teacher instructional leadership and school head digital leadership practices was pursued. Predictive research design was used. The data from 262 randomly selected elementary teachers were surveyed. Through multiple linear regression analysis, it was found that predicting teacher digital competence using instructional leadership and digital leadership practices of school heads as predictors is significant. The predictive model was weak but significant, partially supporting the Theory of Planned Behavior. Future research may include additional variables to account for the remaining 84.3% of unexplained variance in the model, with qualitative designs explored to identify these factors. School leaders and educational authorities may support lesson planning collaboration and classroom observation for instructional leadership, alongside school-wide digital skills training and digital classroom monitoring for digital leadership practices.