The Degree of Digital Leadership Practice by Public School Principals in the Koura District Education Directorate, from the Perspectives of Teachers in the First Three Grades

Abstract

      This study aimed to examine the degree of digital leadership practices among public school principals in the Koura District, from the perspective of early grade teachers, as well as the impact of gender, academic qualification, and years of experience. The study population consisted of 332 teachers in primary and secondary schools during the 2024/2025 academic year, with a randomly selected sample of 150 participants. The study employed the descriptive-analytical methodology, and data were collected through a questionnaire of 18 items that was validated for reliability and accuracy. The results revealed that the level of digital leadership practice among school principals was high. Statistically significant differences at the (α = 0.05) level were found in favor of females across all domains, and differences based on academic qualification appeared in the professional development domain, favoring teachers with a “Bachelor’s + Diploma.” However, no significant differences were observed in other domains based on qualification or years of experience. The study emphasized the importance of adopting and implementing digital leadership concepts in government schools and integrating digital citizenship as a fundamental principle of modern educational leadership practices.