Transformational Leadership and Digital Pedagogical Innovation: Mediating Role of Teachers’ Professional Development

Abstract

This research examines the impact of transformational leadership on digital pedagogical innovation and the role played by teachers in that process through professional development during the university level in Pakistan. In order to gather the data a structured questionnaire based on validated scales was implemented, with a quantitative research design, 300 teachers of the university. The hypothesized relationships were tested by means of correlation and regression analyses, and structural equation modeling. The results revealed that transformational leadership had a significant positive impact on teachers' professional growth and digital pedagogical practice. Also, teachers' professional development was a partial mediator of the relationship between transformational leadership and innovations. The findings emphasize the necessity of visionary leadership and teacher development for the adoption of teaching practices that incorporate technology. This study provides possible effects on the policy and institutional leaders when they are striving to leverage digital changes by developing leadership and faculty capacity.