THE CAUSAL EFFECT OF DIGITAL LEADERSHIP ON TEACHERS' ACCEPTANCE AND USE TECHNOLOGY IN HUAIHUA NO.5 MIDDLE SCHOOL

Abstract

The objective of this research is 1) To investigate and verify the congruence of the model. 2) To investigate the direct effect of digital leadership on teachers' technology acceptance at Huaihua No.5 Middle School. And 3) To investigate the indirect effect of effort expectation, performance expectation, social influence, and facilitating condition between digital leadership and behavioral intention to use technology among teachers at Huaihua No.5 Middle School. The population used in the research consists of teachers at Huaihua No.5 Middle School. Data is collected using a questionnaire from a sample group of 200 individuals, selected through convenient sampling. Data analysis includes frequency, percentages, mean, and standard deviation, along with hypothesis testing using the Multiple Indicators, Multiple Causes (MIMIC) model. The research findings reveal that the structural equation model of the causal effect of digital leadership on teachers' acceptance and use of technology at Huaihua No.5 Middle School is congruent with empirical data. This is evidenced by a Chi-square value of 38.503, a p-value of 0.011, a Chi-square/df ratio of 1.833, GFI of 0.965, AGFI of 0.908, NFI of 0.989, CFI of 0.995, and RMSEA of 0.049. Statistically significant direct effects of Digital leadership on Behavioral intention to use technology at Huaihua No.5 Middle School were found at levels ranging from .034 to .000, with a predictive power of 89 percent. Additionally, Digital leadership exerts a positive indirect influence on Behavioral intention to use technology at Huaihua No.5 Middle School through Effort expectation, Performance expectation, Social influence, and Facilitating condition, with an indirect effect size of -0.019.