Structural Equation Modeling of Digital Educational Leadership on Teachers’ Organizational Commitment Mediated by Organizational Dynamics

The present study aims to model the structural equations of digital educational leadership on teachers' organizational commitment, mediated by organizational dynamics. The research method is descriptive-correlational, and the analysis method is structural equation modeling. The study population consists of 906 elementary school teachers in Kermanshah during the academic year 2023-2024. The sample size was determined using Cochran's sampling formula and simple random sampling, resulting in 284 participants. A questionnaire was used for data collection.The findings indicate that digital educational leadership has a direct and significant effect on teachers' organizational commitment, with a path coefficient of 0.08 and a t-value of 0.89. However, this variable has a direct, positive, and significant effect on organizational dynamics, with a path coefficient of 0.58 and a t-value of 9.98. Additionally, organizational dynamics have a direct, positive, and significant effect on teachers' organizational commitment, with a path coefficient of 0.55 and a t-value of 5.62. Ultimately, digital educational leadership has an indirect, positive, and significant effect on teachers' organizational commitment through the mediation of organizational dynamics, with an indirect path coefficient of 0.84 and a t-value of 11.87 at the 0.05 significance level. Considering the research findings, the existence of digital leadership alone cannot directly increase teachers' organizational commitment. However, digital leadership creates positive changes and dynamics in the educational environment, providing a space that leads to increased motivation and commitment among teachers. In fact, digital leadership acts as a driving force that enhances dynamics, which in turn strengthens teachers' organizational commitment