نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانش آموخته کارشناسی ارشد تاریخ و فلسفه آموزش و پرورش، دانشکده ادبیات و علوم انسانی، دانشگاه ملایر، ملایر، ایران.
2 استادیار گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ملایر، ملایر، ایران
3 دانشیار گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ملایر، ملایر، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
The aim of the study was to investigate the impact of digital leadership style on teachers’ digital teaching with the mediating role of psychological empowerment. To achieve this purpose, the correlation method was used by structural equation modeling. The study population consisted of all the teachers in public and non-public schools in Khodabandeh city (N= 956), which were selected as samples according to Krejcie & Morgan's table and quota sampling (n=274). The tool used in the study was three questionnaires including; the digital leadership of ISTE (2014), the digital teaching of Hamzah, Nasir, & Wahab (2021), and the psychological empowerment of Spritzer & Mishra (1997). To analyze the data, the researchers used two softwares, SPSS (Version26) and Smart PLS (Version 3). The findings showed that the digital leadership style has a direct and significant effect on two variables: digital teaching (β=0.89) and psychological empowerment (β=0.65). Also, psychological empowerment has a direct and significant effect on the digital teaching of teachers (β=0.82). Finally, digital leadership with the mediating role of psychological empowerment has an indirect and significant effect on digital teaching (β=0.24). According to the findings of the study, it can be said that the success of digital leadership style in teachers’ digital teaching requires culturization in the use of digital tools in the teaching-learning process, providing the infrastructures necessary to teach teachers, and helping to increase competency, skill, and confidence among teachers.
کلیدواژه‌ها [English]
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