Abstract

The current study examined the obstacles of applying digital leadership from the perspectives of female secondary school principals at Qasabah Irbid District. To achieve the study purposes, a descriptive survey design was employed, and a questionnaire of (20) items was used for data collection. The sample of the study consisted of (135) female principals selected using a convenient random sampling method. The results of the study revealed that the mean scores of the study sample's responses on obstacles in the arithmetic mean were (4.07) of digital leadership encountering which was high. The results of the study revealed that the mean scores of the study sample's responses on the human obstacles encountering the application of the arithmetic mean were (3.92) of the digital leadership which was high. The mean scores of the study sample's responses on the technical obstacles encountering the application of the arithmetic mean were (4.12) of digital leadership encountering which was high. The mean scores of the study sample's responses on the organizational obstacles encountering the application of the arithmetic mean were (4.17) of the digital leadership which was high. Furthermore, the study showed no statistically significant differences due to the academic qualification in the total score and individual domain of the study questionnaire, except for organizational obstacles domain, in favor of B.A degree. It also revealed that there are statistically significant differences at (alpha less than 0.05) due to the years of experience in school administration in human obstacles domain and the total score. Statistically significant differences were found due to the number of courses between none and one training course, in favor of "none" in human obstacles, technical obstacles, and total obstacles. The study recommends the need for training school principals in particular, and teachers in general, on the use of digital leadership in administrative and technical schoolwork.