Leadership and digital pedagogy: a cross-cultural analysis of professional development in Ghana and China

Abstract

This study provides a cross-cultural analysis of educational leadership’s impact on digital pedagogy professional development (PD) in Ghana and China. The objective was to identify effective leadership styles and strategies for overcoming implementation barriers, and to assess their impact on educator competence and equity. A mixed-methods approach was used, surveying 412 academic leaders and policymakers in Ghana (n = 180) and China (n = 232) with the Multifactor Leadership Questionnaire (MLQ) and a bespoke Digital Education PD Leadership Practices Inventory (DEPLPI), supplemented by 48 semi-structured interviews. Statistical analysis revealed significant national differences; Chinese leaders scored higher on transformational leadership (p < 0.001), while Ghanaian leaders scored higher on transactional styles (p < 0.001) and stakeholder collaboration (p < 0.001). In Ghana, transformational leadership was a significant predictor of enhanced educator digital competence, confidence, and perceived PD success (p < 0.01). Inadequate infrastructure was a primary barrier, but leadership effectively mitigated challenges related to low digital literacy and resistance to change. The study concludes that leadership is a central driver of successful digital education PD in West Africa. Fostering culturally responsive, transformational leadership is critical for navigating systemic barriers and promoting equitable, sustainable digital learning environments. Policy interventions should prioritize leadership development to empower educators and students in the digital age.