Demystifying the personal and social forces behind school digital transformation: An analysis of the job demands and resources theory through school leaders

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Abstract

This paper explores the forces driving digital transformation in schools, focusing on the role of digital leadership, social intelligence, digital self-efficacy, digital anxiety, digital social support, and social digital pressure perceived by school leaders. The study applies the Job Demands-Resources (JD-R) theory as a theoretical framework to examine how the personal and social dynamics of school leaders influence this digital transformation. By surveying a sample of 427 school leaders, we found that digital self-efficacy had a significant positive effect on school digital transformation (β = 0.241; CR = 6.437), while digital anxiety had a negative impact (β = −0.033; CR = −5.341). Additionally, perceived digital social support was positively related (β = 0.153; CR = 6.919), while social digital pressure negatively affected the transformation process (β = −0.234; CR = −7.015). The results also highlight the moderating role of digital leadership and social intelligence in this relationship. Practitioners could benefit from targeted professional development programmes to enhance digital self-efficacy, reduce digital anxiety, and foster digital leadership, facilitating effective digital transformation in schools. However, this study acknowledges limitations related to the use of snowball sampling and the potential for self-report bias. Copyright © 2024 Elsevier Ltd. All rights are reserved, including those for text and data mining, AI training, and similar technologies.

Original languageEnglish
Article number105232
JournalComputers & Education
Volume228
Early online dateDec 2024
DOIs
Publication statusE-pub ahead of print - Dec 2024

Citation

Chen, J., & Kouhsari, M. (2025). Demystifying the personal and social forces behind school digital transformation: An analysis of the job demands and resources theory through school leaders. Computers & Education, 228, Article 105232. https://doi.org/10.1016/j.compedu.2024.105232

Keywords

  • AI collaboration
  • Creative performance
  • Task performance
  • Trust in AI
  • Well-being

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