Do school leadership characteristics promote the use of digital learning materials by teachers?

In this study, it was examined whether transformative leadership influences the use of digital learning materials (DLMs) by teachers in their pedagogical practice. Earlier research on DLMs has shown that the Integrated Model of Behavior Prediction (IMBP) can be applied to explain or predict the intention of teachers to use DLMs. The research also has shown that self-efficacy and attitudes and, to a lesser extent, perceived subjective norm, influenced the intention to use DLMs. To gain more insight into how to promote the use of DLMs, it was examined whether school leaders through ICT policy and professionalization activities affect self-efficacy, attitude and subjective norm and, thus, the (intention) to use these. A questionnaire was administered by TNS/NIPO with a response of 543 teachers from primary, secondary and vocational education. Two relevant dimensions of transformative leadership emerged: vision and intellectual stimulation. These dimensions influenced teachers' attitude, subjective norm and self-efficacy via ICT policy and professionalization activities. Attitude, subjective norm and self-efficacy were predictors of the use of DLMs in the pedagogical practice of teachers.