The extent to which secondary school principals practice digital leadership from the point of view of the teaching staff

Abstract

The goal of our research is to clarify the extent to which secondary school principals practice the concept of digital transformation leadership. This became clear through the research problem, indicating the necessity of having intelligent leaders and thinkers with intellectual abilities and non-traditional skills, which rely on the foundations of developing knowledge and experience, its principles, and forming perceptions and visions related to the future. And ways to confront the present, which has become characterized by extreme dynamism and changes, and what was imposed by the elements of artificial intelligence, which are rapid and successive, so modern digital applications have spread everywhere, and invaded all fields and delved into daily life, and continue to surprise with their change, renewal and development, from one moment to the next, Here comes the importance of the school principals’ practice course in leading the school to safety in light of the sudden changes in performing the digital leadership role, as they must possess the necessary technical skill, and individuals and groups must be equipped and trained to adapt their systems in order to reach a common vision towards digital transformation. Preparing the generations of the digital world who are able to use digital technologies, and this will not be achieved without digital leadership capable of employing the digital assets available in the school institution to achieve the goals efficiently and effectively. The research questionnaire was prepared and distributed to male and female teachers who teach in the Second Karkh Directorate of Education for the academic year (2023-2024). Their number is (160) individuals, which is a percentage of (2.99%) to the research community. This was done using a simple random sampling method. The questionnaire was distributed to them, and the results of the research sample were circulated to the community as a whole.

A number of results were reached, the most important of which are as follows: -

• The results showed, according to the responses of the sample members, that most school principals do not keep pace with digital developments in supporting educational and pedagogical science in their institutions
• It appears from the results according to the answers of the sample members that there are no differences according to the variable gender.