When the push and pull factors in digital educational resources backfire: the role of digital leader in digital educational resources usage
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28120%2F23%3A63562678" target="_blank" >RIV/70883521:28120/23:63562678 - isvavai.cz</a>
Result on the web
<a href="https://link.springer.com/article/10.1007/s10639-023-12095-8" target="_blank" >https://link.springer.com/article/10.1007/s10639-023-12095-8</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1007/s10639-023-12095-8" target="_blank" >10.1007/s10639-023-12095-8</a>
Alternative languages
Result language
angličtina
Original language name
When the push and pull factors in digital educational resources backfire: the role of digital leader in digital educational resources usage
Original language description
The study investigated the impact of digital leadership on teachers’ usage of digital educational resources (DERs). The study collected data from teachers and headteachers in four pre-tertiary schools in Ghana. Also, trust was included as the interacting variable to examine its mediating role in digital leadership and digital educational resource usage to better disentangle the relationship between digital leadership and digital educational resource. The study used symmetrical (Partial Least Square-Structural Equation Modelling (PLS-SEM) and asymmetrical approaches (fuzzy-set Qualitative Comparative Analysis (fsQCA) for the analysis of the relationships. The results underpin digital leadership’s importance in digital educational resource implementation outcomes in developing countries’ pre-tertiary schools. The fuzzy-set qualitative comparative analysis findings confirm that exclusively using symmetrical approaches for digital educational resource studies may not be sufficient to understand the expected relationships within a proposed model. Under the partial least squares path modelling (PLS-SEM) analysis, trust did not mediate the relationship between digital leadership and teachers’ usage of digital educational resources. Sharply from the PLS-SEM findings, the fsQCA revealed that the presence of digital leadership and trust are necessary conditions to predict teachers’ usage of digital educational resources. These results and their implications for theory and practice are discussed.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2023
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Education and Information Technologies
ISSN
1360-2357
e-ISSN
1573-7608
Volume of the periodical
neuveden
Issue of the periodical within the volume
neuvedeno
Country of publishing house
CH - SWITZERLAND
Number of pages
26
Pages from-to
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UT code for WoS article
001043656100001
EID of the result in the Scopus database
2-s2.0-85166945110