Influence of School Administrators’ Digital Competence on Teachers’ Job Commitment in Public Secondary Schools in Morogoro Municipality, Tanzania

Abstract

This study investigated the influence of school administrators’ digital competence on teachers’ job commitment in public secondary schools in Morogoro Municipality, Tanzania. The study adopted a pragmatic and convergent design under a mixed research approach. The sample size was 140 participants, comprising 10 public secondary school administrators and 130 teachers. Whereby purposive samplings were used to get the representatives. Questionnaires and interviews were employed to get the data. Similarly, research experts validated the instruments. The data was analyzed quantitatively using descriptive statistics and thematic analysis for qualitative data. Before actual data analysis, a pre-test was conducted to establish data reliability. The results showed that the digital competence of school administrators has impacted the job commitment of teachers working in the public secondary schools since it facilitated professional growth, teamwork, and the maintenance of a favorable environment and teacher motivation. The study recommended that MoEST should provide training, policy guidance, and digital resources to ensure that secondary school administrators are digitally competent and able to lead effectively.