What the study found
Directors’ transformational leadership had a directly negative effect on teachers’ digital pedagogy in early-childhood education and care (ECEC). The study also found that learning agility and digital collaborative learning behavior each mediated this relationship, and that the sequential path through learning agility followed by digital collaborative learning behavior was significant.
Why the authors say this matters
The authors conclude that the influence of transformational leadership on digital pedagogy is better explained by teachers’ learning agility and digital collaborative learning behavior than by a direct leadership effect alone. They say the findings offer empirical evidence to inform directors’ leadership development and professional development policies for teachers to support sustainable digital pedagogy in ECEC.
What the researchers tested
The researchers examined the relationship between directors’ transformational leadership and teachers’ digital pedagogy in ECEC. They surveyed 203 early-childhood teachers in kindergartens and daycare centers in Seoul, Gyeonggi, and Daejeon, using validated instruments adapted for early-childhood settings to measure transformational leadership, learning agility, digital collaborative learning behavior, and digital pedagogy.
What worked and what didn't
Transformational leadership showed a directly negative effect on digital pedagogy. Learning agility significantly mediated the relationship between transformational leadership and digital pedagogy, and digital collaborative learning behavior also served as a significant mediator. A significant indirect effect was also found through the sequence of learning agility followed by digital collaborative learning behavior.
What to keep in mind
The abstract does not describe limitations beyond the study’s sample and setting. The findings are based on early-childhood teachers in selected locations in South Korea, so the available summary does not indicate how far they may generalize beyond that context.
Key points
- Directors’ transformational leadership had a directly negative effect on teachers’ digital pedagogy.
- Learning agility and digital collaborative learning behavior each significantly mediated the relationship.
- The sequential pathway from learning agility to digital collaborative learning behavior was also significant.
- The study surveyed 203 early-childhood teachers in kindergartens and daycare centers in South Korea.
- The authors say the findings can inform leadership development and teacher professional development policies.
Disclosure
- Research title:
- Transformational leadership was linked to lower digital pedagogy directly
- Authors:
- Song-Hwa Jin, Young-Eun Lee
- Publication date:
- 2026-02-26
- OpenAlex record:
- View
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