A Systematic Review of Digital Leadership’s Impact on Teacher’s Well-being

Caroline Cathy, Nubun and Zaiton, Hassan (2024) A Systematic Review of Digital Leadership’s Impact on Teacher’s Well-being. In: Seminar kebangsaan majlis dekan pendidikan UA, 23-24 October 2024, UPM Serdang Selangor.

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Abstract

In today’s educational landscape, digital leadership plays a crucial role in influencing teacher well-being, affecting their job satisfaction, stress levels, and overall professional performance. This systematic review examines the relationship between digital leadership practices and teacher well-being, addressing a key gap in understanding how school leaders' digital initiatives impact teachers' mental and physical health.. To conduct this review, a comprehensive search was carried out across reputable databases, including Scopus, Web of Science, and ERIC, focusing on studies published from 2014 to 2024. The study followed the PRISMA framework, and after screening (n=33) were selected for analysis. The findings were categorized into four key themes: (1) digital literacy and well-being, (2) leadership and well-being, (3) technological adaptation during Covid-19 and, (4) technology for civic engagement and leadership. Ineffective digital integration can lead to increased stress and diminished well-being. The review concludes that while digital leadership is essential for fostering a supportive administrative and teaching environment, its effectiveness depends on thoughtful implementation that addresses teachers' holistic needs. This paper provides a pathway for scholars, human resource development (HRD) professionals, stakeholders, educational leaders, and teachers to comprehend the influence of digital leadership on teachers' well-being.

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