Influence of Digital Leadership and Strategic Skills as Determinants of Public Primary School Teachers’ Job Performance in Oyo State, Nigeria

Abstract

Being a digital leader is not enough in this century to accomplish educational objectives. Though
little is known about digital leadership and strategic skills, and researchers have investigated other
elements such as leadership styles among others. Strategic Transformational Leadership Theory
was used to buttress the title. The purpose of this study was to examine Oyo State's public primary
school teachers' job performance. Oyo State has nineteen thousand and twenty-nine (19,029)
qualified public primary school teachers and two thousand four hundred and fifty-four (2,454)
public primary schools. The study employed a descriptive research design. A mixed-method
approach consisting of a multi-stage sampling procedure was employed. Face-to-face and content
validities were used to validate the teachers' questionnaire (TQ) and the school administrators'
interview guide (SAIG). While SAIG's dependability and consistency was assessed through data
comparison, TQ's reliability test was determined by internal consistency, yielding a rating of 0.985.
At 5% level of significance, a multiple linear regression analysis was used. The results of the test
of hypotheses showed that the job performance of public primary school teachers in Oyo State is
significantly impacted by the school administrators' digital leadership and strategic skills (F(3,1108)
= 1056.694; P < 0.05). The study concluded that digital leadership and strategic skills have a
favourable effect on the job performance of public primary school teachers in Oyo State. To
enhance teachers' job performance, it was recommended that school administrators integrate
digital leadership and strategic skills towards improving public primary school teachers' job
performance in Oyo State.