The moderating role of digital leadership between digital transformation and performance of vocational education teachers in public schools

Abstract:
This This paper aims to investigates the moderating role of digital leadership in the relationship between digital transformation and the performance of vocational education teachers in public schools. The research focuses on male and female vocational education teachers within government schools affiliated with the education directorates in Irbid Governorate, encompassing a total population of 447 teachers, with 199 males and the remainder females. A sample size of 105 teachers was selected through a simple random sampling method. Employing a descriptive analytical approach, data was processed using the Statistical Package for the Social Sciences (SPSS-29). The findings reveal statistically significant differences in the impact of digital transformation on the performance of vocational education teachers based on years of experience and academic qualifications. However, no significant differences were found related to the gender variable. Importantly, the study demonstrates that digital leadership enhances the positive effects of digital transformation on teachers’ performance, underscoring its critical role. The study concludes that digital leadership plays a vital role in optimizing the benefits of digital transformation for vocational education teachers’ performance in public schools, suggesting this area warrants further research. Additionally, the study recommends strengthening teacher support and encouragement through administrative efforts, enhancing teacher competencies, and providing a conducive classroom environment. Teachers should be motivated and provided opportunities to pursue further studies relevant to their specialization.