Digital Intelligence, Educational Leadership Practices and School Management Effectiveness: A Correlational Perspective at Secondary School Level

The rapid adoption of digital technologies and artificial intelligence has significantly transformed school administration practices. Modern educational organizations are increasingly compelled to operate within digital environments, requiring school leaders to develop robust digital intelligence to address contemporary institutional challenges. Using a quantitative, cross-sectional research design, this study collected data from 100 principals employed in secondary schools in South Punjab, Pakistan. Standardized instruments were used to measure digital intelligence, educational leadership practices, and school management effectiveness. Descriptive statistics and Pearson correlation analysis were used to analyze the data. Findings indicated that principals perceived digital intelligence at a high level (M = 4.12, SD = 0.52), educational leadership practices were also rated high (M = 4.05, SD = 0.56), and school management effectiveness demonstrated a high overall level (M = 3.95, SD = 0.57). Correlation analysis revealed strong and statistically significant positive associations among all three constructs (r = 0.61-0.74, p < .01). These findings suggest that enhancing principals' digital intelligence may be associated with improved educational leadership and school management outcomes. Educational authorities are encouraged to prioritize professional development programs focused on digital competency and leadership capacity-building.