Digital Competencies and Transformational Leadership as Predictors of Job Performance in University Teachers

https://doi.org/10.9743/JEO.2024.21.3.18

Abstract

COVID-19 has adversely impacted the entire university community worldwide, including teachers, administrative staff, and students. This study analyzed the relationship between digital competencies, transformational leadership, and job performance of Peruvian university teachers. A predictive crosssectional study was conducted with 201 teachers from a private university in Peru in three regions of the country (coast, highlands, and jungle). The Digital Competencies in Teaching (CDD), Multifactor Leadership Questionnaire (MLQ 5X Short), and the Job Performance scale were used for data collection. The samples were analyzed with structural equation modeling and an adequate fit to the data was obtained (χ2 = 194.342, p < 0; χ2/df = 2.23, CFI = .952, TLI=0.942, RMSEA = .078, SRMR = .061). In addition, both digital competencies (β = .28, p < 0) and transformational leadership (β = .76, p < 0) were found to be predictive factors of job performance. These findings provide evidence that digital competencies and transformational leadership were directly related to the job performance of university teachers during the COVID-19 pandemic. Consequently, it would be appropriate for educational leaders to consider these findings to enhance the digital competencies of teachers, promote a positive work environment, and support professional growth by stimulating motivation and job satisfaction during crisis situations.

Keywords: digital competencies, transformational leadership, job performance, parceling