The Impact of Educational Leadership on Developing Teachers’ Skills through Digital Transformation Programs in Government Schools in the Sultanate of Oman

Abstract

This study aimed to determine the degree of impact of educational leadership on the development of teachers’ skills through digital transformation programs in government schools in the Sultanate of Oman. To achieve the objectives of the study, the researchers adopted the descriptive-analytical approach. A questionnaire was developed as the study instrument and administered to male and female teachers in government schools across all governorates of the Sultanate, totaling eleven governorates. The sample consisted of 545 teachers, representing 89.6% of the original study population.

The findings revealed a strong correlation (0.820) between the dimensions of educational leadership and digital transformation programs, with a significance level of (0.000), indicating a statistically significant effect. The results also showed that communication, guidance, and support had a substantial impact on digital transformation programs, with probability values of (0.000) for each. Although the dimension of leadership effectiveness did not show a statistically significant effect (0.131), all other dimensions of educational leadership had a statistically significant impact on teachers’ skills, with probability values of less than (0.05).

The results further indicated that 67% of the variation in digital transformation programs is attributable to the dimensions of educational leadership, while 55.8% of the variation in teachers’ skills is explained by these dimensions. When digital transformation programs were introduced as a mediating variable, a decrease was observed in the direct effect of educational leadership on teachers’ skills; however, the effect through digital transformation programs remained strong, indicating the effective mediating role of these programs in enhancing teachers’ skills.

These findings underscore the importance of strengthening the dimensions of educational leadership, such as communication, guidance, and support, in order to support digital transformation programs and thereby improve teachers’ skills in government schools. The study concluded with a set of recommendations, the most important of which are that government schools in the Sultanate of Oman should enhance communication and guidance skills between educational leaders and teachers through workshops and training courses, and that the Ministry of Education should allocate larger budgets to digital transformation programs in order to provide the resources necessary for teacher training and infrastructure improvement.