Keywords
teacher well-being;
sustainable school performance;
educational management;
conceptual framework
Abstract
Digital transformation is reshaping educational systems worldwide, creating new challenges for school leadership and organizational sustainability. However, existing research often examines digital leadership, teacher well-being, and school performance separately, leaving limited theoretical understanding of their integrated relationships. This study proposes a conceptual framework linking digital leadership, teacher well-being, and sustainable school performance. Drawing upon leadership and motivation theories, the framework suggests that digital leadership influences school sustainability both directly and indirectly through teacher well-being. The study highlights the importance of human-centered leadership practices in managing technological change and sustaining institutional performance. The proposed model offers theoretical guidance for future empirical studies and provides practical implications for educational leaders seeking to balance digital innovation with teacher support to achieve long-term school development.
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Copyright (c) 2026 Yixiao Xu, Wenxin Zhang, Chenlu Yu, Wei Yet Tan