Biljana Novković Cvetković, Ana Spasić Stošić, Ivana Tasić Mitić

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The goal of this paper is to analyze and explain the concept of leadership in education and the two most common models of leadership in education – instructional and transformational leadership. In addition to an overview of theoretical considerations and results of empirical research, there is a special focus on the role and competencies of a leader as an inseparable link in knowledge and skills transfer that supports and improves teaching, learning and management in education from which this is expected to become a digital leader in the education paradigm powered by digital technology. Digital leadership is seen as an expression of management that can support the current requirements of digital transformation. Numerous studies have shown that quality leadership significantly benefits both the educational institution as a whole and student performance. This paper shows how the changes brought about by the digital age are affecting educational leaders and what skills educational leaders need to have in order to be called digital leaders. Future digital leadership studies could focus on developing appropriate leadership programs that encourage and motivate all staff in educational institutions to develop digital skills. Furthermore, it would be useful to investigate empirically to what extent digital leadership is present in educational institutions in Serbia, as has already happened in other countries, and to what extent leaders in educational institutions are digitally trained. Some future studies could also identify the relationship between digital competencies and the type of leadership that can contribute to the effective digital transformation of an educational institution.


leadership in education, educational leaders, digital technology, digital age, digital competences

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DOI: https://doi.org/10.22190/FUTLTE221115019N


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