Teachers' Technological Leadership and Digital Transformation Implementation in Higher Education Institutions in Gansu Province, China

Qi He

doi:10.63313/IJSSEH.9065

Authors

Qi He College of Teacher Education, Batangas State University, Batangas City, Philippines Author

DOI:

https://doi.org/10.63313/IJSSEH.9065

Keywords:

Technological Leadership, Digital Transformation, Higher Education, Teacher Professional Development, Gansu Province, Digital Governance

Abstract

This study examined teachers' technological leadership and the extent of digital transformation implementation in five higher education institutions in Gansu Province, China, and assessed whether technological leadership predicted institutional digital transformation. The analytic dataset contained 362 eligible, consenting full-time teachers selected through proportionate stratified sampling. A researcher-developed four-point questionnaire measured five dimensions of technological leadership and five domains of digital transformation implementation. Descriptive statistics, group comparisons, Pearson correlation, and linear regression were applied. Teachers' technological leadership was high overall (M = 3.05, SD = 0.26), while digital transformation was implemented to a great extent (M = 2.99, SD = 0.29). Digital vision and ethical citizenship had the highest leadership mean (M = 3.09); digital teaching and curriculum had the highest transformation mean (M = 3.07), whereas infrastructure and resource construction was lowest (M = 2.90). Overall technological leadership was positively related to digital transformation (r = 0.270, p < 0.001) and explained 7.3% of its variance. In the five-dimension regression model, peer collaboration and mentoring, data-driven educational decision making, and institutional digital reform advocacy were significant positive predictors. Access to institutional digital training resources was also associated with higher transformation scores. The findings support professional development that strengthens collaborative mentoring, evidence use, reform participation, and equitable access to training while recognizing the continuing importance of institutional infrastructure.

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