The Effects of Kindergarten Principals' Digital Leadership on Teachers' Technology Integration during the COVID-19 Pandemic in Western China

Remote learning was widely adopted in kindergartens during the COVID-19 pandemic, although some people were skeptical about adopting information technology. To accommodate this shift, kindergarten principals faced unprecedented challenges requiring them to demonstrate digital leadership and guide teachers in integrating technology to ensure regular learning and development of children during the outbreak. This study aimed to investigate the status of digital leadership exhibited by kindergarten principals, the level of integration technology among kindergarten teachers in Western China, and the relationship between them. A mixed-method approach was employed, involving two surveys and two semi-structured interviews. A random sample of 106 principals and 415 teachers from kindergartens in four provinces in Western China was selected. The data analysis revealed that the level of digital leadership kindergarten principals demonstrated and the level of technology integration teachers exhibited are generally high. Teachers from different provinces showed statistically significant differences regarding the ability to integrate technology. The Pearson correlation analysis showed a significant positive correlation between principals' digital leadership and teachers' technology integration. Multiple regression showed that principals' digital leadership can somewhat predict teachers' technology integration, and interview results with principals and teachers also confirmed this point. These findings seem revealing that principals' digital leadership positively impact teachers' technology integration in Western China. Notably, excellence in professional practice is a reliable indicator of the extent to which teachers incorporate technological approaches into their instruction. The demonstration of digital leadership by principals can support teachers in enhancing their technology integration into distance learning activities, and the outcomes of interviews with both principals and teachers further corroborate this.