Digital Leadership and Teacher Resilience in Bangladesh’s Secondary Schools: The Roles of Technology Self-Efficacy and Professional Learning Culture

Abstract

This paper explores the role of digital leadership in resilience among teachers in Bangladesh secondary schools in terms of technology self-efficacy and professional learning culture. It was designed as a four-construct reflective survey-based PLS-SEM model whereby four reflective constructs were used: digital leadership, technology self-efficacy, professional learning culture, and teacher resilience. The analysis model was experimented on the 410 full synthetic reactions that were to be demonstrated methodologically. Screening of the data revealed no missing values, out of range values, straight-lining or duplicating patterns. Measurement model was found to have acceptable indicator reliability, internal consistency, convergent validity, discriminant validity and collinearity. Digital leadership brought about great positive impacts on technology self-efficacy, professional learning culture, and teacher resilience. There were also significant positive impacts of technology self-efficacy and professional learning culture on teacher resilience. The structural model attributed 22.3, 22.7, and 43.7, respectively, of the variance in technology self-efficacy, professional learning culture, and teacher resilience. Both moderators were able to pass on important positive indirect impacts amid digital leadership and instructor resilience. The mediation pattern was partial and complementary as the direct effect also mattered. The results show that combining technology-focused direction with supportive leadership that builds confidence and collaborative professional learning environment enables the development of resilience teaching capacity among school leaders. The paper provides a research framework of educational leadership and realistic sustainable school improvement planning.