Developing a Digital Leadership Model in the Context of Virtual Education among Physical Education Teachers

Abstract

Purpose: The purpose of this study was to develop and validate a comprehensive digital leadership model in the context of virtual education among physical education teachers and to examine the structural relationships among its underlying dimensions.

Methodology: This study employed a mixed-methods exploratory design conducted in Tehran, Iran, during 2019. In the qualitative phase, 18 experts in educational leadership, sport management, educational technology, and experienced physical education teachers were selected through purposive sampling and participated in semi-structured interviews until theoretical saturation was achieved. The qualitative data were analyzed using grounded theory procedures, including open, axial, and selective coding. Based on the extracted themes and relevant literature, a researcher-developed questionnaire was designed and administered in the quantitative phase. The statistical population consisted of physical education teachers working in public secondary schools in Tehran, from whom 384 participants were selected through stratified random sampling. The validity of the instrument was confirmed through expert review, exploratory factor analysis, and confirmatory factor analysis, while reliability was established using Cronbach’s alpha and composite reliability indices. Data were analyzed using SPSS and AMOS software through descriptive statistics, exploratory factor analysis, confirmatory factor analysis, and structural equation modeling.

Findings: The results of exploratory factor analysis identified seven dimensions of digital leadership, including technological competence, digital communication skills, innovation management, organizational support, digital culture development, professional empowerment, and educational effectiveness, which collectively explained 77.07% of the total variance. Confirmatory factor analysis supported the validity and reliability of the measurement model, with all factor loadings exceeding acceptable thresholds. Structural equation modeling revealed that all proposed dimensions significantly contributed to digital leadership. Professional empowerment demonstrated the strongest effect on digital leadership (β = 0.87, p < 0.001), followed by technological competence (β = 0.84, p < 0.001), digital culture development (β = 0.81, p < 0.001), digital communication skills (β = 0.79, p < 0.001), innovation management (β = 0.75, p < 0.001), and organizational support (β = 0.69, p < 0.001). Furthermore, digital leadership exhibited a strong positive effect on educational effectiveness (β = 0.91, p < 0.001). The final structural model demonstrated excellent fit indices (χ²/df = 2.14, CFI = 0.958, TLI = 0.952, GFI = 0.931, AGFI = 0.918, RMSEA = 0.054).

Conclusion: The findings indicate that digital leadership is a multidimensional construct that integrates technological, organizational, communication, cultural, and professional dimensions to enhance educational effectiveness in virtual learning environments. Professional empowerment and technological competence emerged as the most influential determinants of digital leadership.