The Leadership Roles and Institutional Readiness on the Implementation of Educational Technology Policies

This study comprehensively explored the critical link between transformational leadership paradigms and institutional readiness concerning the implementation of educational technology (EdTech) policies within a higher education institution. Employing a rigorous descriptive-correlational research design, the investigation gathered quantitative data from a diverse cohort of 120 academic and administrative respondents. The empirical findings demonstrated that both transformational leadership and institutional readiness were generally perceived and rated as "Implemented." Specifically, leadership exhibited the strongest manifestation in intellectual stimulation and the weakest in idealized influence. Conversely, institutional readiness was most robust in organizational culture and motivation, while notably deficient in technical skills. Demographic analyses revealed that variables such as sex and age exerted no significant effect on these perceptions; however, educational attainment and length of institutional service generated substantial perception gaps among the respondents. Furthermore, the majority of correlations between leadership dimensions and readiness factors were found to be weak. Nevertheless, three significant relationships emerged: idealized influence was negatively related to resource allocation, intellectual stimulation was negatively associated with technical skills, and individualized consideration demonstrated a positive correlation with institutional motivation. The study concludes that the overall institutional capacity for digital integration remains moderate. Consequently, it strongly recommends enhancing leadership visibility, providing differentiated professional training, upgrading digital skills, and ensuring strategic alignment to foster sustainable digital transformation.