DIGITAL LEADERSHIP AND CYBERSECURITY GOVERNANCE IN SECONDARY SCHOOLS: A COMPARATIVE STUDY OF PUBLIC AND PRIVATE INSTITUTIONS
DOI:
https://doi.org/10.63878/qrjs1086Keywords:
digital leadership; cybersecurity governance; secondary schools; public schools; private schools; school principals; distributed leadership; information security; digital safety.Abstract
This study explored how digital leadership affects cybersecurity governance in public and private secondary schools in the punjab. The researchers also examined whether school type, gender, and administrative experience influenced this relationship. A total of 120 school leaders and teachers participated in the study using surveys on digital leadership and cybersecurity governance. The findings showed a strong positive relationship between digital leadership and cybersecurity governance. This means that schools with better digital leadership also had stronger cybersecurity practices. Digital leadership explained 47% of the improvement in cybersecurity governance. The study also found that private schools had better cybersecurity governance than public schools. In addition, school type, gender, and administrative experience had significant effects on the relationship between digital leadership and cybersecurity governance. Overall, the study highlights that strong digital leadership is important for improving cybersecurity, developing effective policies, and creating a safer digital environment in schools.
Downloads
References
Anderson, J. M. (2003). Why we need a new definition of information security. Computers & Security, 22(4), 308–313. https://doi.org/10.1016/S0167-4048(03)00407-3
Avolio, B. J., Sosik, J. J., Kahai, S. S., & Baker, B. (2014). E-leadership: Re-examining transformations in leadership source and transmission. The Leadership Quarterly, 25(1), 105–131. https://doi.org/10.1016/j.leaqua.2013.11.003
Bada, M., Sasse, A. M., & Nurse, J. R. C. (2019). Cyber security awareness campaigns: Why do they fail to change behaviour? arXiv preprint arXiv:1901.02672. https://arxiv.org/abs/1901.02672
Bulgurcu, B., Cavusoglu, H., & Benbasat, I. (2010). Information security policy compliance: An empirical study of rationality-based beliefs and information security awareness. MIS Quarterly, 34(3), 523–548. https://doi.org/10.2307/25750690
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Elçi, A., & Devran, B. H. (2018). Cyber security culture in organization. International Journal of Information Systems and Social Change, 9(3), 21–34. https://doi.org/10.4018/IJISSC.2018070102
Hallinger, P. (2020). Science mapping the knowledge base on educational leadership and management from the emerging regions of Asia, Africa and Latin America, 1965–2018. Educational Management Administration & Leadership, 48(2), 209–230. https://doi.org/10.1177/1741143218822772
Harris, A., & Jones, M. (2020). COVID 19 – school leadership in disruptive times. School Leadership & Management, 40(4), 243–247. https://doi.org/10.1080/13632434.2020.1811479
NIST. (2018). Framework for improving critical infrastructure cybersecurity (Version 1.1). National Institute of Standards and Technology. https://doi.org/10.6028/NIST.CSWP.04162018
Noori, A. Q. (2023). Job satisfaction variance among public and private school teachers: A case study. Cogent Education, 10(1). https://doi.org/10.1080/2331186x.2023.2189425
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). McGraw-Hill.
Polat, M., & Kılınç, A. Ç. (2021). The relationship between school principals' digital leadership behaviors and teachers' motivation. International Journal of Education Technology and Scientific Researches, 6(14), 289–314. https://doi.org/10.35826/ijetsar.196
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education. Computers & Education, 128, 13–35. https://doi.org/10.1016/j.compedu.2018.09.009
Shabbir, M., & Wei, S. (2015). Job satisfaction variance among public and private school teachers, case of Pakistan Administrative Kashmir. Mediterranean Journal of Social Sciences. https://doi.org/10.5901/mjss.2015.v6n4s1p574
Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Corwin Press.
Spillane, J. P. (2005). Distributed leadership. The Educational Forum, 69(2), 143–150. https://doi.org/10.1080/00131720508984692
Von Solms, R., & Van Niekerk, J. (2013). From information security to cyber security. Computers & Security, 38, 97–102. https://doi.org/10.1016/j.cose.2013.04.004
Zhang, J. (2023). Exploring the impact of transformational school leadership on teacher job satisfaction. International Journal of Education and Humanities, 8(1), 39–42. https://doi.org/10.54097/ijeh.v8i1.6875
