Linking school leadership, digital infrastructure, and teachers’ readiness for using technology to techno-work engagement

Abstract

This study aimed to examine the relationships among school leadership, infrastructure and equipment, teachers’ readiness for using technology, and techno-work engagement. Techno-work engagement was conceptualized as a positive, fulfilling state characterized by technology-related vigor, dedication, and absorption, and was measured using the Techno-Work Engagement Scale (TechnoWES). Leadership, infrastructure and equipment, and teachers’ readiness for using technology were assessed using SELFIE, the European Commission's self-reflection tool based on the European Framework for Digitally Competent Educational Organisations (DigCompOrg). Survey data from 1493 Lithuanian general education school teachers were analyzed using confirmatory factor analysis and structural equation modeling (SEM). The measurement model demonstrated good fit and supported teachers’ readiness for using technology as a higher-order construct reflected by pedagogy: supports and resources, classroom implementation, and assessment practices. SEM revealed that leadership positively predicted infrastructure and equipment, teachers’ readiness for using technology, and techno-work engagement. Teachers’ readiness for using technology emerged as the strongest direct predictor of techno-work engagement. Infrastructure and equipment did not have a significant direct effect on techno-work engagement but positively predicted teachers’ readiness for using technology. These findings indicate that organizational digital conditions alone are insufficient to foster positive technology-related work engagement. The study contributes to research on school digitalization by highlighting the central role of teacher-level readiness in linking institutional conditions to positive technology-related work outcomes.