School Leaders’ Digital Leadership and Teachers’ Digital Competency in Government Schools in Qatar: Predicting Teachers’ Perceptions

This study aimed to investigate the impact of school leaders’ digital leadership on schoolteachers’ digital competency in government schools in Qatar. The collected data were analyzed using a multiple regression model. The findings indicated that digital leadership of school leaders had a positive, highly moderated, and significant overall effect on teachers’ digital competency, accounting for approximately two-thirds of the variability in teachers’ digital competency. The “Equity and citizenship advocate” dimension was the best predictor of teachers’ digital competency, whereas the “empowering leader” was the lowest predictor. Furthermore, the demographic variables do not significantly affect schoolteachers’ digital competency collectively and individually.