Generative Artificial Intelligence (GenAI) Competence and Digital Leadership as Pathways to Teacher Performance
DOI:
https://doi.org/10.69569/jip.2026.224Keywords:
Digital leadership practices in school, Generative artificial intelligence (GenAI) competence, Pathways design, Teacher performanceAbstract
Artificial Intelligence (AI) is here to stay. Its rapid advancement has redefined various aspects of modern life, including education. The integration of AI in education has transformed how teachers teach, how students learn, and how leaders lead. This study examined the relationships between Generative Artificial Intelligence (GenAI) competence and teachers’ performance, specifically the mediating effect of digital leadership practices (DLP) in school and the moderating effects of professional profile variables. The study also proposed the GenAI –DLP Pathways Design. Using a cross-sectional survey method with descriptive-correlational and regression-based procedural analysis, the study administered a survey questionnaire to a stratified sample of 221 private secondary school teachers. Results revealed that teachers possess a high level of GenAI competence (M = 4.17, “Competent”) and demonstrate very satisfactory performance (M = 4.45). Statistical analysis confirmed strong positive relationships between GenAI competence and teacher performance (r (220) = .733, p < .01), between GenAI competence and digital leadership practices in school (r (220) = .752, p < .01), and between digital leadership practices in school and teacher performance (r (220) = .744, p < .01). Notably, digital leadership practices in school partially mediated relationship between GenAI competence and teacher performance, accounting for 45.601% of the total effect (β = 0.286, p <.001), while the profiles showed no significant moderating effect. These findings supported the proposed GenAI Competence - Digital Leadership Pathways design, which underscores the necessity of aligning individual GenAI skills with institutional leadership to enhance teacher performance.
Downloads
References
Acebuche, A. (2024). Digital leadership towards effective school management: A systematic review. Psychology and Education: A Multidisciplinary Journal, 16(2), 174–185. https://doi.org/10.5281/zenodo.10451815
Akanzire, B.N., Nyaaba, M., & Nabang, M. (2025). Generative AI in teacher education: Teacher educators’ perception and preparedness. Journal of Digital Educational Technology, 5(1), ep2508. https://doi.org/10.30935/jdet/15887
Akhmad, A. (2025). Digital leadership practices in educational management: A narrative literature review on trends and challenges. International Journal of Learning, Teaching and Educational Research, 24(8):112–135. https://doi.org/10.26803/ijlter.24.8.6
Al-Riyami, T., Al-Maskari, A., & Al-Ghnimi, S. (2023). Faculties behavioural intention toward the use of the fourth industrial revolution related-technologies in higher education institutions. International Journal of Emerging Technologies in Learning (iJET), 18(07), 159–177. https://doi.org/10.3991/ijet.v18i07.37051
Annapureddy, R., Fornaroli, A., & Gatica-Perez, D. (2024). Generative AI literacy: Twelve defining competencies. Digital Government Research and Practice. https://doi.org/10.1145/3685680
Berber, Ş., Deveciyan, M.T., & Alay, H.K. (2023). Digital literacy level and career satisfaction of academics. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 12(4), 2363–2387. https://doi.org/10.15869/itobiad.1343893
Cabradilla, M. (2025). Teachers’ competency based on the Philippine Professional Standards for Teachers I–III: Basis for a training program. International Journal of Multidisciplinary Research and Analysis, 8(4), 2083–2099. https://doi.org/10.47191/ijmra/v8-i04-64
Cai, Z., Fan, X., & Du, J. (2017). Gender and attitudes toward technology use: A meta-analysis. Computers & Education, 105, 1–13. https://doi.org/10.1016/j.compedu.2016.11.003
Çetin, M., & Karsantık, İ. (2022). Current trends in school management: School leadership in education 4.0. In Educational Theory in the 21st Century (pp. 197–216). Springer, Cham. https://doi.org/10.1007/978-981-16-9640-4_9
Chiu, T.K.F., Ahmad, Z., & Çoban, M. (2024). Development and validation of teacher artificial intelligence (AI) competence self-efficacy (TAICS) scale. Education and Information Technologies, 30(5), 6667–6685.
Dela Rosa, M.A. (2022). Digital leadership and teachers’ performance: Basis for a proposed training program. International Journal of Multidisciplinary: Applied Business and Education Research, 3(12), 2669–2685. https://doi.org/10.11594/ijmaber.03.12.19
Education at Illinois. (2023). College of Education. https://tinyurl.com/6a4xcjm9
European Commission. (2021). Digital Education Action Plan 2021-2027: Resetting education and training for the digital age. Publications Office of the European Union. https://tinyurl.com/2acvapfv
Gattupalli, S., & Maloy, R. (2024). On human-centered AI in education. ScholarWorks (University of Massachusetts Amherst). https://doi.org/10.7275/kxap-fn13
Gepila, E., Jr. (2020). Assessing teachers using Philippine Standards for Teachers. Universal Journal of Educational Research, 8(3), 739–746. https://doi.org/10.13189/ujer.2020.080302
Ghimire, A., Prather, J., & Edwards, J. (2024). Generative AI in education: A study of educators’ awareness, sentiments, and influencing factors (arXiv:2403.15586). arXiv. https://doi.org/10.48550/arXiv.2403.15586
Harvard University Information Technology. (2023). Generative artificial intelligence (AI). Harvardedu. https://www.huit.harvard.edu/ai
Karakose, T., & Tülübaş, T. (2023). Digital leadership and sustainable school improvement—A conceptual analysis and implications for future research. Educational Process International Journal, 12(1). https://doi.org/10.22521/edupij.2023.121.1
Lérias, E., Guerra, C., & Ferreira, P. (2024). Literacy in artificial intelligence as a challenge for teaching in higher education: A case study at Portalegre Polytechnic University. Information, 15, 205.
Li, X., Gao, Q., & Rau, P. (2024). Development of an AI literacy scale using multiple-choice questions. AHFE International. https://doi.org/10.54941/ahfe1004683
Mah, D.-K., & Groß, N. (2024). Artificial intelligence in higher education: Exploring faculty use, self-efficacy, distinct profiles, and professional development needs. International Journal of Educational Technology in Higher Education, 21(1), 58. https://doi.org/10.1186/s41239-024-00490-1
Miao, F., & Cukurova, M. (2024). AI competency framework for teachers. UNESCO. https://www.unesco.org/en/articles/ai-competency-framework-teachers
Mulyani, H., Istiaq, M.A., Shauki, E.R., Kurniati, F., & Arlinda, H. (2025). Transforming education: Exploring the influence of generative AI on teaching performance. Cogent Education, 12(1). https://doi.org/10.1080/2331186x.2024.2448066
Nawaz, H., Jabbar, M.N., & Malik, F.Q. (2023). Relationship between digital leadership competencies and teachers’ performance: Structural equation model analysis. PJDOL, 9(2). https://doi.org/10.30971/pjdol.v9i2.1895
Ng, D.T.K., Leung, J.K.L., Su, J., Ng, R.C.W., & Chu, S.K.W. (2023). Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world. Educational Technology Research and Development, 71(1):137–161. https://doi.org/10.1007/s11423-023-10203-6
Ozmen Garibay, O., Winslow, B., Andolina, S., Antona, M., Bodenschatz, A., Coursaris, C., Falco, G., Fiore, S.M., Garibay, I., Grieman, K., et al. (2023). Six human-centered artificial intelligence grand challenges. International Journal of Human–Computer Interaction. 39(3):391–437. https://doi.org/10.1080/10447318.2022.2153320
Saeed, S., & Kang, M.A. (2024). The impact of digital leadership on the performance of secondary teachers. Academy of Education and Social Sciences Review. 4(1):12–20. https://doi.org/10.48112/aessr.v4i1.696
Shahzad, M.F., Xu, S., An, X., & Asif, M. (2025). Are generative AI technologies transforming education for the 21st century? Research trends, challenges, and benefits. SAGE Open. 15(3). https://doi.org/10.1177/21582440251368594
Subade, M.T. (2024). Digital leadership of school heads and teachers’ technological proficiency on school outcomes, Schools Division Office of Laguna. International Journal of Research.
Syed, M.M., Ali Khan, M.S., & Sohail Mohammed, M.H. (2022). Digital leadership in the age of AI strategies for business growth and innovation. Journal of Business, IT, and Social Science. https://doi.org/10.51470/BITS.2022.01.01.04
Wagner, T. (2008). The Global Achievement Gap: Why our kids don't have the skills they need for college, careers, and citizenship—and what we can do about it. Basic Books.
Xu, S., Chen, P., & Zhang, G. (2024). Exploring Chinese university educators’ acceptance and intention to use AI tools: An application of the UTAUT2 model. Sage Open, 14(4), 21582440241290013. https://doi.org/10.1177/21582440241290013
Zeng, M., Cheah, K.S.L., & Abdullah, Z. (2025). The influence of school principals’ digital leadership on teachers’ competency in integrating artificial intelligence: A systematic thematic review. Frontiers in Education. 10. https://doi.org/10.3389/feduc.2025.1655967
Zhang, C., & Villanueva, L. (2023). Generative artificial intelligence preparedness and technological competence: Towards a digital education teacher training program. International Journal of Education and Humanities, 11(2), 164–170. https://doi.org/10.54097/ijeh.v11i2.13753
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
JIP is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Under the Open Access Policy, appropriate attribution can be provided by simply citing the original article.
