Impact of digital leadership on users’ technology integration and digital transformation

Abstract

Objective: This study examines the effects of digital leadership (DL) on digital transformation (DT), with users' technology integration (TI) as a mediating variable, drawing on resource-based theory (RBT) and the Technology Acceptance Model (TAM). Method: A quantitative survey design was employed. Data were collected from 397 teachers, vice principals, heads of faculty, and lead teachers working in charter schools in Abu Dhabi and analysed using structural equation modelling. Results: The findings indicate that DL has a significant impact on DT as well as on users’ technology integration. Furthermore, technology integration significantly mediates the relationship between DL and DT. DL functions as a strategic organisational resource that drives school-level DT and enhances teachers’ integration of technology. The application of RBT and TAM demonstrates that perceived usefulness and perceived ease of use are shaped by leadership support, which in turn affects actual technology adoption. Contribution: This study provides empirical evidence that digital leadership plays a critical role in facilitating technology integration and digital transformation, particularly in schools. The findings also offer valuable insights for improving educational outcomes and supporting charter schools in leveraging digital technologies to address future challenges.

Keywords: Digital Leadership, Digital Transformation, Technology Integration, Charter Schools, United Arab Emirates