Principals’ Digital Leadership Competencies as Predictors of Teachers’ Instructional Effectiveness in Public Secondary Schools in Osun State, Nigeria

Abstract

This study examined principals’ digital leadership competencies as predictors of teachers’
instructional effectiveness in public secondary schools in Osun State, Nigeria. A descriptive survey
research design of the correlational type was adopted. The population comprised teachers in
public secondary schools, from which a sample of 367 respondents was selected using multistage
sampling techniques. Data were collected using a structured questionnaire measuring dimensions
of digital leadership competencies—such as vision for digital integration, professional
development support, digital infrastructure, communication and collaboration, and monitoring
and evaluation—as well as components of instructional effectiveness, including lesson delivery,
use of instructional materials and technology, classroom management, student engagement, and
assessment practices. Data were analyzed using descriptive statistics, Pearson correlation, and
multiple regression analysis at the 0.05 level of significance. Findings revealed that both
principals’ digital leadership competencies M = 1.79 and teachers’ instructional effectiveness (M
= 1.46) were at low levels. However, a moderate, positive, and statistically significant relationship
was found between the two variables. Digital leadership competencies significantly predicted
teachers’ instructional effectiveness, accounting for 16% of the variance (R2=0.16). Among the
dimensions, vision for digital integration, provision of infrastructure, and digital communication
were significant positive predictors, while monitoring and evaluation showed a negative
contribution. The study was grounded on the foundations of Transformational Leadership Theory,
which explains how principals’ leadership behaviours can enhance teachers’ instructional effectiveness. It concludes that enhancing principals’ digital leadership competencies is essential
for improving instructional effectiveness in schools. Recommendations were made to strengthen
leadership capacity, improve infrastructure, and promote effective technology integration.