When the push and pull factors in digital educational resources backfire: the role of digital leader in digital educational resources usage

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

When the push and pull factors in digital educational resources backfire: the role of digital leader in digital educational resources usage

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

When the push and pull factors in digital educational resources backfire: the role of digital leader in digital educational resources usage

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Education and Information Technologies

ISSN

1360-2357

e-ISSN

1573-7608

Svazek periodika

neuveden

Číslo periodika v rámci svazku

neuvedeno

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

26

Strana od-do

—

Kód UT WoS článku

001043656100001

EID výsledku v databázi Scopus

2-s2.0-85166945110