Perceived Digital Leadership and Teachers' Technology Integration: A PLS-SEM Analysis in Chinese Private Universities

Abstract

This study examines the impact of perceived digital leadership on teachers’ technology integration in private higher education institutions in China. A quantitative cross-sectional survey was conducted with 423 teachers, and the proposed model was tested using partial least squares structural equation modeling (PLS-SEM). The findings reveal that perceived digital leadership significantly and positively predicts technology integration, explaining a moderate proportion of its variance. Drawing on Transformational Leadership Theory and Social Cognitive Theory, this study extends existing research by conceptualizing digital leadership as an enabling organizational condition that shapes teachers’ instructional practices. Specifically, digital leadership is argued to influence technology integration not only directly but also indirectly by fostering supportive institutional environments, enhancing perceived usefulness of digital tools, and strengthening teachers’ readiness for pedagogical innovation. The study contributes to the literature by providing empirical evidence from the underexplored context of Chinese private universities and by offering a process-oriented explanation of technology integration. From a practical perspective, the study highlights the importance of strengthening institutional support and leadership practices to enhance effective technology integration, particularly in resource-constrained private universities.