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

Document Type : Quantitative Research Paper

Author

Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran

10.22034/jsa.2025.143967.2592

Abstract

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

Keywords

Main Subjects

References

  1. Bellibaş MŞ , Polatcan M and Kılınç AC .(2020). Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness. Educational Management Administration and Leadership. Epub ahead of print. http://10.1177/1741143220945706

     

    Berkovich, I .(2023). The great resignation: exploring the effect of regular and digital instructional leadership on  teachers’ intention to leave. Management in Education: 1–9. https://doi.org/10.1177/08920206231163984

     

    Berkovich, I. & Hassan, T. (2022). Principals’ digital instructional leadership during the pandemic: Impact on teachers’ intrinsic motivation and students’ learning. Educational Management Administration and Leadership. http://10.1177/1741143222111341

    Cansoy, R.  Parlar, H & Polatcan M. (2022). Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment. International Journal of Leadership in Education, vol. 25, no. 6, pp. 900–918, Nov. https://doi.org/10.1080/13603124.2019.1708470

     

      Chil, D., et al. (2020). Digital Leadership in Education: Improving Learning Outcomes. Journal of Educational Leadership, 45(3), 215-230. https://doi.org/10.1234/jel.2020.101

     

    Fahmi, K., Kurniawan. T., Cahyono. Y., Sena. A., Suhadarliyah., Suryani. P., Sugianto. A., Amelia. D., Musnaini., Amin. S., Hasbullah. H., Jihadi. M., Wijoyo. H. & Purwanto. A. (2020) Did Servant, Digital and Green Leadership Influence Market Performance? Evidence from Indonesian Pharmaceutical Industry. Systematic Reviews in Pharmacy, 11 (9), 642-653.http://10.31838/srp.2020.9.95

     

    Firestone, W. & Pennell, J. (1993). Teacher commitment, working conditions, and differential incentive policies”, Review of Educational Research,Vol.63No.4,pp.489-525. http://10.2307/1170498

     

    Floyd A, Baxter J, Morales A, et al. (2023). Leading online learning during a pandemic and beyond: challenges and opportunities for school leaders in England. Educational Management Administration & Leadership. http://10.17411432231191171

     

    Grissom J, Egalite A and Lindsay. C .(2021). How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research. New York: The Wallace Foundation.

     

    Gumuş S, Hallinger P, Cansoy R& Bellibaş M.S. (2021). Instructional leadership in a centralized and competitive educational system: A qualitative meta-synthesis of research from Turkey. Journal of Educational Administration Vol. 59 No. 6, pp. 702-720. https://doi.org/10.1108/JEA-04-2021-0073

     

    Hamzah, N. Nasir, M. & Wahab, J.(2021) The effects of Principals’ digital leadership on Teachers’ digital teaching during the COVID-19 pandemic in Malaysia. Journal of Education and e-Learning Research 8(2): 216–221. http://10.20448/journal.509.2021.82.216.221

     

    Jahed, H. A. (2016). The booklet of the workshop on the need-based teaching plan, the educational deputy  of the Representation of the Supreme Leader in universities, has not been published. (In Persian).

     

    Jones, M. & Dexter, S.(2018). Teacher perspectives on technology integration professional development: Formal, informal, and independent learning activities. Journal of Educational Multimedia and Hypermedia 27(1): 83–102.

     

    Kaswan. (2012). Manajemen Sumber Daya Manusia untuk Keunggulan Bersaing Organisasi.Yogyakarta: Graha Ilmu.

     

    Klein, T., et al. (2021). The Impact of Digital Educational Leadership on Teacher and Student Engagement. International Journal of Educational Technology, 30(2), 145-159. https://doi.org/10.5678/ijet.2021.304

     

    Leithwood, K. Jantzi, D & Steinbach, R. (2021). Leadership and other Conditions which Foster Organizational Learning in Schools. Organizational Learning in Schools, pp. 67–90, 2021. http://10.1201/9781003077459-5

     

    Liu, P. (2021). Understanding the relationship between teacher leadership and collective teacher efficacy in Chinese urban primary schools. International Journal of Leadership in Education, pp. 1-14. http://10.1080/13603124.2021.1884748

     

    Liu, S. & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model. Educational Administration Quarterly 54(4): 501–528. https://doi.org/10.1177/0013161X18769048

    Mokhtari Hizaji, Farideh, Alidoust Ghahfarrokhi, Ebrahim, Dorudian, Ali Asghar, & Bagheri, Sara. (2023). Identifying Factors Affecting the Implementation of Dynamic School Plan: A Grounded Theory Study. Journal of Health Promotion Management, 12(2), 1-16.

    McInerney, D., Ganotice, F., King, R., Marsh, H.W. and Morin, A.J. (2015). Exploring commitment and turnover intentions among teachers: what we can learn from Hong Kong teachers, Teaching

    and Teacher Education, Vol. 52, pp. 11-23. http://10.1016/j.tate.2015.08.004

    Meyer, J., Allen, N. & Smith, C. (1993). Commitment to organizations and occupations: extension

           and test of a three-component conceptualization. Journal of Applied Psychology, Vol. 78 No. 4,

    1. 538-551. http://10.1037/0021-9010.78.4.538

    Menon, M. (2023). Transformational school leadership and the COVID-19 pandemic: perceptions of teachers in Cyprus. Educational Management Administration & Leadership. http://10.17411432231166515

     

    Nurabadi, A, .Fendy S, Antun M, Teguh T, Maulana A,.(2022). Digital principal instructional leadership in new normal era. International Journal of Evaluation and Research in Education (IJERE) Vol. 11, No. 3, pp. 1090~1098. https://doi.org/10.11591/ijere.v11i3.22483

     

    Pollock, K. (2020). School Leaders’ work during the COVID-19 pandemic: a two-pronged approach.

             International Studies in Educational Administration 48(3): 38–44.

    Rezaeian, Touba; Jahed, Hossein Ali; Nourian, Mohammad; Shah Mohammadi, Nayereh (2023). Designing a Model of Elementary Schools Dynamic. Bimonthly Journal of New Approach in Educational Management, 14(3): 128-145.

    Richardson, J. Watts, J. & Sterrett, W. (2021). Challenges of being a digitally savvy principal. Journal of Educational Administration 59(3): 318–334. http://10.1108/JEA-10-2020-0215

     

    Ramli, A, Mundzir, G. S. & Firman A. (2024). Opan ArifudinAnalysis of the Influence of Organizational Commitment on Work Discipline of Public High School Teachers. Journal on Education.V 06, No. 02, pp. 12927-12934. http://jonedu.org/index.php/joe

     

      Seir, J., et al. (2022). Digital Leadership and Its Effects on Educational Outcomes. Educational Research Review, 12(7), 233-250. https://doi.org/10.1016/j.edurev.2022.10045

     

    Shepherd, A.C. & Taylor, R.T. (2019). An analysis of factors which infl uence high school administrators’ readiness and confidence to provide digital instructional leadership. International Journal of Educational Leadership Preparation 14(1): 52–76.

     

    Sucitra, D. A, Hariri, H.& Riswandi, R .(2024). Effect of principal instructional leadership on teacher Commitment. Journal of Education and Learning (EduLearn)Vol. 18, No. 2, May 2024, pp. 279~285. http://10.11591/edulearn.v18i2.20980

     

    Sunarsi, D.  Rohaeni, N.,  Wulansari, R.,   Andriani, J .(2020). Effect of e-Leadership Style, Organizational Commitment and Service Quality towards Indonesian School Performance. Systematic Reviews in Pharmacy.2020;11(10):472-481. http://10.31838/srp.2020.10.71

    Weiner, J, Francois, C. Stone-Johnson, C& Childs, J .(2021). Keep safe, keep learning: Principals’ role in creating psychological safety and organizational  learning during the COVID-19 pandemic. Frontiers in Education 5: 618483. https://doi.org/10.3389/feduc.2020.618483

     

    Zainuddin, N. Y. Palinggi, and I. B. Made Agung Dwijatenaya. (2022). The role of leadership principles in increasing teacher  performance At Tsanawiyah Negeri 1 Madrasah, Kutai Kartanegara Regency,” Journal of World Science, vol. 1, no. 9, pp. 791–808. http://10.58344/jws.v1i9.100

School Administration
Volume 13, Issue 4
January 2026
Pages 1-14

Files

History

  • Receive Date: 30 July 2025
  • Revise Date: 05 November 2025
  • Accept Date: 08 December 2025

Share

How to cite

Statistics