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Drawing from agency theory, this study investigates the critical role of teachers in the digital transformation of education, exploring how technological advancements are redefining educational institutions and instructional methodologies. Employing a longitudinal qualitative methodology from 2020 to 2022, we engaged with 10 secondary education teachers and analyzed 30 interviews to identify transformative shifts and intricate relationships over time. Our analysis highlights how teacher agency, institutional changes, and instructional innovations dynamically interact, with governance mechanisms and infrastructural developments significantly shaping these interactions. We developed a heuristic model that delineates the complex interrelations among individual and collective agency, school leadership, and the broader educational context, aiming to facilitate the adaptation of instructional practices and institutional norms for effective digital transformation. This study provides vital insights for educators, leaders, and policymakers on navigating and influencing the educational landscape during and post-pandemic, emphasizing the importance of strategic leadership and adaptive policy frameworks.
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Wohlfart et al. (2026) studied this question.
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