The Degree of Digital Administration Application by Public School Principals in Ajloun, Jordan, and Its Relationship to Administrative Performance

Abstract

This study explored the extent to which public school principals in Ajloun, Jordan, use digital administration and its correlation with school administrative performance, as perceived by teachers. The descriptive survey design was used. All teachers in public schools in Ajloun Governorate constituted the study population, from which a convenience sample of 280 teachers was selected. Two questionnaires were used: one for the digital administration application and the other for administration performance. The instruments were assessed for construct validity and test–retest reliability, as well as Cronbach's alpha. The results showed that the rate of digital administration application was at a moderate level (M = 2.79), and administration performance was at a moderate level (M = 3.05). Additionally, at the 0.01 level of significance, the Pearson correlation coefficient between digital administration and administration performance showed a positive and significant correlation (r = 0.868). Based on these findings, the study recommended special training programs for school principals, improved digital infrastructure, enhanced digital resources, and increased awareness of principals' administrative responsibilities.