Influence of the Principal’s Digital Leadership on the Reflective Practices of Vocational Teachers Mediated by Trust, Self Efficacy, and Work Engagement

This study aims to determine the effect of the principal's digital leadership on vocational teachers' reflection practice, mediated by the variables of trust, self-efficacy, and work involvement. This study uses path analysis with modeling using SEM (AMOS). The sample of this research is 637 (N=340 females and N=297 males) vocational high school teachers in Malang Raya, East Java, Indonesia. The researchers have used a purposive random sampling technique to meet the objectives of this research. The investigators have used a 86 item questionnaire to collect data on the studied variables. Based on the fit model's estimation, there is a direct and indirect relationship between the five variables used. The variables of trust, self-efficacy, and job involvement contributed significantly to intervening variables. It can be concluded that the moderating variable strengthens the framework for the relationship between digital leadership and teacher reflective practices. The new relationship formed is a direct contribution of digital leadership to work engagement with a magnitude of 0.120 and a direct relationship made between digital leadership and the reflective practice of teachers of 0.168. This relationship has a positive impact on teacher actions. These results indicate that the teacher appreciates the Principal's leadership, who both supports facilitates the learning process in using technology in the learning process. Moreover, teachers feel motivated and excited to reflect on their learning because of the leaders who have digital characters. The teacher considered leaders with digital personalities more open and tended to free them to manage the class. https://doi.org/10.26803/ijlter.19.11.2