Digital Leadership Practices of Principals and Teachers' Self-Efficacy in Secondary Schools

Abstract

Effective digital leadership practices can drive a culture of innovation and collaboration in schools, ensuring that teachers integrate digital technology into the teaching process and enhance their self-efficacy. This study aims to identify the relationship between the digital leadership practices of principals and the self-efficacy of History teachers in secondary schools within the Petaling Utama district, Selangor. The study adopts a survey design with a quantitative approach, utilizing an online questionnaire. The study sample consists of 162 History teachers working in 26 secondary schools in the Petaling Utama district. Descriptive and inferential analysis, using SPSS version 29.0, was conducted to address the research questions. Pearson's Correlation Test analysis revealed a significant but weak positive relationship between the principals' digital leadership practices and teachers' self-efficacy (r=0.235, p<0.01). The implications of this study suggest that stakeholders such as the Ministry of Education (KPM), State Education Departments (JPN), and District Education Offices (PPD) can use the findings to plan, design, and implement programs or courses aimed at enhancing the quality of school principals' digital leadership and teachers' self-efficacy. This study's findings may also influence the rethinking of training approaches focused on the elements of digital leadership, which, in turn, will positively impact school quality and student outcomes through the professional development of school leaders. Data was collected using an adapted questionnaire administered to 30 teachers. In conclusion, effective digital leadership practices can enhance teachers' self-efficacy, thereby having a positive impact on the quality of education.