The Relationship Between School Administrators’ Digital Leadership And Teachers’ Readiness for Flexible Learning Management in Primary Schools under The Office of The Basic Education Commission
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This study aimed to: (1) examine the levels of digital leadership among school administrators and teachers’ readiness for flexible learning management in primary schools under the Office of the Basic Education Commission, and (2) investigate the relationship between administrators’ digital leadership and teachers’ readiness for flexible learning management. A quantitative research design was employed. The sample consisted of 390 teachers from primary schools under the Office of the Basic Education Commission, Data were collected using a five-point Likert-scale questionnaire comprising 50 items. The questionnaire as a whole had an Index of Item-Objective Congruence (IOC) ranging from 0.67 to 1.00, and a reliability coefficient of 0.878. Descriptive statistics and Pearson’s product–moment correlation analysis were used for data analysis. The results indicated that:
The overall level of administrators’ digital leadership was very high. Among the dimensions, professional development and teachers’ digital competence recorded the highest mean score, also at a very high level. Furthermore, the findings revealed that administrators’ digital leadership was positively correlated with teachers’ readiness for flexible learning management across all dimensions at the .01 level of statistical significance, with an overall high correlation. The strongest relationship was found between professional development and teachers’ digital competence and teachers’ ability to implement diverse learning assessment and evaluation methods. These findings suggest that administrators’ digital leadership, particularly in fostering professional development and enhancing teachers’ digital competence, plays a crucial role in strengthening school readiness to support the effective implementation of flexible learning management.
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