The Impact of Transformational Leadership on Digital Resilience During the COVID-19 Crisis: A Study in Higher Education

Author: Dr. Kamaleddine Tabine

American College of Education: 2024 Dissertation

Abstract

The COVID-19 pandemic necessitated a sudden transition to digital environments across sectors, with higher education particularly affected. Faculty members faced challenges in adapting to online platforms, requiring not just technical skills but significant emotional and psychological resilience. This study investigates the relationship between transformational leadership and digital resilience among faculty members in higher education during the COVID-19 crisis. Utilizing a quantitative correlational design, data were collected from 120 faculty members across various institutions in the Mid-Atlantic region of the United States. The Multifactor Leadership Questionnaire (MLQ) measured transformational leadership behaviors, while the Digital Resilience Questionnaire (DRQ) assessed faculty members’ adaptability to digital disruptions. Pearson’s correlation coefficient analysis indicated a moderate positive correlation between transformational leadership and digital resilience (r = 0.36, p < 0.001), with inspirational motivation and individualized consideration emerging as the strongest predictors of resilience. The study concludes that transformational leadership is pivotal in fostering the emotional and psychological components of digital resilience but has a limited direct effect on developing technical digital competencies. Recommendations include incorporating leadership development programs alongside technical training to bolster digital resilience in educational institutions.

Keywords

Transformational Leadership, Digital Resilience, COVID-19, Higher Education, Leadership, Digital Transformation

1- Introduction

The outbreak of the COVID-19 pandemic in early 2020 caused a seismic shift across all sectors of society, with organizations facing unprecedented challenges in adapting to new operational realities. For higher education institutions, the sudden closure of campuses and the swift transition to remote learning highlighted both the potential and the shortcomings of digital infrastructures. Faculty members, many of whom had limited experience with online teaching technologies, were thrust into unfamiliar digital environments, creating substantial challenges in both instructional delivery and communication (Crawford et al., 2020).

While many institutions had already begun integrating digital tools prior to the pandemic, the urgency and scale of the digital transition during COVID-19 exposed significant vulnerabilities in digital readiness and digital resilience. Digital resilience is defined as the capacity to adapt to, recover from, and thrive in the face of digital disruptions, allowing for continuity of operations even under adverse conditions (Casalino et al., 2019). For faculty members in higher education, digital resilience not only required the technical ability to navigate new platforms and tools but also demanded significant emotional and psychological adaptability, as they were required to manage increased workloads, unfamiliar technologies, and, often, a lack of institutional support (Müller et al., 2021).

During this period of disruption, the role of leadership became increasingly critical. Transformational leadership was positioned as a vital factor in helping organizations and individuals navigate the crisis. Transformational leadership, as defined by Burns (1978) and further developed by Bass (1985), involves motivating and inspiring followers to exceed their own self-interests in favor of collective goals. This leadership style is characterized by four core components: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration (Avolio & Bass, 2001). Leaders who embody these characteristics have been shown to be particularly effective in times of change and uncertainty, as they inspire innovation, foster resilience, and cultivate a shared vision that drives collective efforts toward adaptation and growth (Shafi et al., 2020).

The relationship between transformational leadership and resilience has been widely studied in organizational contexts, with evidence showing that leaders who inspire and motivate their teams are better able to foster organizational resilience—the capacity to absorb shocks and recover from challenges (Carleton et al., 2018). However, less attention has been given to how transformational leadership influences digital resilience—the specific ability to adapt to and recover from disruptions related to digital technologies and transitions. During the COVID-19 pandemic, leaders in higher education faced the dual challenge of supporting their teams through emotional and psychological strain while also guiding them through unfamiliar digital landscapes (Westgarth, 2021).

This study aims to explore the relationship between transformational leadership and digital resilience in higher education during the COVID-19 pandemic. The study focuses on faculty members, who were at the forefront of the digital transition, to examine how leadership behaviors influenced their ability to adapt to and thrive in new digital environments. Specifically, the study seeks to determine whether transformational leadership behaviors—such as inspirational motivation and individualized consideration—helped faculty members navigate the digital disruptions caused by the pandemic.

Understanding this relationship is critical, not only for responding to future crises but also for developing long-term strategies that enhance digital resilience across educational institutions. As the pandemic has demonstrated, digital disruptions are likely to continue as technologies evolve, and institutions must be prepared to adapt quickly and effectively. By examining the role of leadership in fostering digital resilience, this study contributes to the broader discourse on how organizations can build more adaptive and resilient cultures in the face of ongoing digital transformation.

2- Problem Statement

The COVID-19 pandemic exposed significant vulnerabilities in the digital readiness of educational institutions. Faculty members, particularly in higher education, faced considerable challenges in transitioning to online teaching. Many lacked both the technical skills and emotional support necessary for adapting to the digital platforms required during the pandemic (Ghazi-Saidi et al., 2020). While some institutions had strong digital infrastructure, others struggled with outdated technology and inadequate support systems, further exacerbating the difficulties faced by educators (Crawford et al., 2020).

One crucial gap identified was the lack of transformational leadership in providing emotional and psychological support to faculty during this transition. Leaders were tasked with not only managing digital transformations but also fostering resilience among their teams to navigate these significant disruptions (Westgarth, 2021). Despite a growing body of research on transformational leadership, there is limited understanding of its role in developing digital resilience—the emotional, psychological, and technical capacity to adapt to and recover from digital challenges.

3- Research Questions

This study addresses the following research questions: 1. What is the relationship between transformational leadership and digital resilience among faculty members in higher education during the COVID-19 pandemic?

3.1- Hypotheses

- H0 (Null Hypothesis): There is no meaningful relationship between transformational leadership and digital resilience among faculty members in higher education during the COVID-19 pandemic. - H1 (Alternative Hypothesis): There is a significant positive relationship between transformational leadership and digital resilience among faculty members in higher education during the COVID-19 pandemic.

4- Literature Review

4.1 Transformational Leadership

Transformational leadership has been extensively studied as a leadership style that drives organizational success, particularly during times of meaningful change and crisis. Initially conceptualized by Burns (1978), transformational leadership was later expanded by Bass (1985) to include four core components: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration (See Figure 1).

Idealized influence refers to the leader’s ability to act as a role model, earning trust and admiration from their followers through ethical behavior, integrity, and a compelling vision. Leaders who embody idealized influence create a sense of loyalty and respect, encouraging followers to align their goals with those of the organization (Bass & Riggio, 2006). During the COVID-19 pandemic, leaders with strong idealized influence were able to maintain organizational cohesion, despite the challenges posed by remote work and digital disruption.

Inspirational motivation involves the articulation of a compelling vision that motivates and inspires followers to achieve collective goals. This component is critical in times of crisis, as it helps to mitigate fear and uncertainty by providing clear direction and purpose (Avolio & Bass, 2004). Studies have demonstrated that inspirational motivation is a key factor in fostering resilience, as employees are more likely to engage with new challenges when they believe in the organization’s mission (Shafi et al., 2020).

Intellectual stimulation refers to a leader’s ability to challenge the status quo, encouraging creativity, innovation, and problem-solving. Transformational leaders promote intellectual stimulation by fostering an environment where employees feel empowered to think critically and explore innovative ideas (Bass, 1985). In the context of the COVID-19 pandemic, intellectual stimulation was essential as organizations had to pivot to digital platforms, requiring innovative solutions to new and unforeseen challenges (Carleton et al., 2018). Leaders who encouraged intellectual stimulation helped their teams develop creative approaches to digital adaptation, thereby enhancing organizational resilience.

Finally, individualized consideration focuses on the leader’s ability to provide personalized support to followers, recognizing their unique needs, strengths, and weaknesses (Bass & Riggio, 2006). Leaders who practice individualized consideration are effective in supporting employees through stressful transitions by offering mentorship, feedback, and emotional support (Avolio & Bass, 2001). During the pandemic, individualized consideration played a crucial role in addressing the emotional and psychological impacts of digital transitions, helping employees to navigate the uncertainty of remote work and digital learning (Müller et al., 2021).

Research has consistently demonstrated the effectiveness of transformational leadership in fostering positive organizational outcomes, particularly during times of crisis. For instance, studies by Wang et al. (2011) and Judge & Piccolo (2004) have shown that transformational leadership leads to higher levels of employee satisfaction, motivation, and performance. Furthermore, Shafi et al. (2020) found that transformational leadership was positively correlated with organizational innovation, a critical factor in navigating the digital transformations necessitated by the COVID-19 crisis.

While transformational leadership has been widely studied in terms of its impact on organizational resilience, its specific role in fostering digital resilience has received less attention. This study aims to fill this gap by exploring how transformational leadership behaviors influence the ability of faculty members in higher education to adapt to digital disruptions during the COVID-19 pandemic.

4.2 Digital Resilience

Digital resilience is a new concept that has gained importance in the wake of the global shift to digital environments. It refers to the ability of individuals and organizations to adapt to and recover from digital disruptions while maintaining core functions and operations (Garista & Pocetta, 2014). As digital technologies become more central to organizational processes, the capacity for digital resilience has become critical to long-term sustainability and success.

The COVID-19 pandemic highlighted the importance of digital resilience as organizations were forced to transition to online platforms overnight. In higher education, faculty members had to quickly adapt to new teaching tools, digital platforms, and remote work environments, often without adequate preparation or training (Ghazi-Saidi et al., 2020). This sudden shift not only required technical competence but also emotional resilience, as faculty members navigated the stress and uncertainty of digital transitions (Westgarth, 2021).

Early research on digital resilience focused primarily on technical factors such as cybersecurity and infrastructure (Al-Abdulghani et al., 2021). However, recent studies have emphasized the importance of leadership in fostering digital resilience by providing emotional and psychological support to employees during times of digital disruption (Sari & Nayir, 2020). Leaders who demonstrate transformational behaviors are particularly effective in fostering digital resilience, as they create environments that encourage adaptability, innovation, and emotional support (Casalino et al., 2019).

A key aspect of digital resilience is the ability to continuously learn and adapt to modern technologies. According to Westgarth (2021), digital resilience is not only about recovering from disruptions but also about building the capacity to thrive in a constantly changing digital landscape. This requires a combination of technical skills, emotional intelligence, and adaptive leadership. Leaders who foster digital resilience must balance the need for technical competence with the emotional and psychological support required to navigate digital transitions (Garista & Pocetta, 2014).

While digital resilience is critical to the success of organizations during times of digital disruption, the role of leadership in fostering this resilience has been underexplored. Studies by Müller et al. (2021) and Crawford et al. (2020) have shown that faculty members who received strong leadership support during the transition to online learning were more successful in adapting to digital platforms. However, more research is needed to understand the specific leadership behaviors that contribute to digital resilience.

This study addresses this gap by examining how transformational leadership influences digital resilience among faculty members in higher education during the COVID-19 pandemic. By exploring the relationship between leadership behaviors and digital adaptability, this research aims to provide insights into how organizations can better prepare for future digital disruptions.

4.3 Transformational Leadership and Digital Resilience During Crises

Leadership during crises has been widely studied, particularly in the context of transformational leadership, which has proven to be effective in guiding organizations through turbulent times (Antonakis & House, 2013). Crises, such as the COVID-19 pandemic, necessitate a shift in leadership practices to address both the immediate challenges of disruption and the long-term need for recovery and resilience (Shen et al., 2020).

Digital resilience, as a component of crisis management, requires leaders who can inspire confidence, promote adaptability, and support their teams emotionally and psychologically (Shafi et al., 2020). Transformational leaders are particularly well-suited to this task, as they can motivate employees to embrace innovative technologies and adapt to changing circumstances (Bass & Avolio, 2001). Moreover, the individualized support provided by transformational leaders helps employees navigate the emotional stress associated with digital transitions, further enhancing digital resilience (Carleton et al., 2018).

The current literature suggests that transformational leadership can play a critical role in fostering digital resilience, particularly in higher education, where faculty members are navigating new digital platforms and teaching methods. However, there is a need for more empirical research to explore the specific ways in which transformational leadership behaviors influence digital resilience in educational settings (Müller et al., 2021).

This study seeks to contribute to the literature by providing empirical evidence on the relationship between transformational leadership and digital resilience in higher education during the COVID-19 pandemic. The findings will help to illuminate the role of leadership in supporting digital transitions and provide practical recommendations for enhancing digital resilience through leadership development.

5- Methodology

The research design for this study was a quantitative correlational study. This design was selected to statistically examine the relationship between two variables: transformational leadership (independent variable) and digital resilience (dependent variable) among university instructors during the COVID-19 pandemic. A correlational design, as outlined by Creswell (2014), allows for the measurement of the degree of association between variables without manipulating them, making it ideal for exploring relationships in non-experimental settings.

In this study, transformational leadership was measured through Bass and Avolio’s Multifactor Leadership Questionnaire (MLQ), while digital resilience was assessed through the Digital Resilience Questionnaire (DRQ). Pearson’s correlation coefficient was used to analyze the data and test the research hypothesis, examining if there was a significant relationship between these two variables.

5.1 Participants

The participants in this study consisted of 120 full-time university instructors employed at Mid-Atlantic region universities during the COVID-19 pandemic. A purposive sampling method was used to select participants based on their direct involvement in online teaching during the pandemic. Inclusion criteria required that participants:

·???????? Were employed full-time in a university during the COVID-19 pandemic,

·???????? Taught online or in a hybrid format, and

·???????? Held no administrative or leadership roles.

5.2 Data Collection Instruments

Two validated instruments were used to collect data for this study:

1.?????? Multifactor Leadership Questionnaire (MLQ): Developed by Bass and Avolio (1995), the MLQ measures transformational leadership behaviors across four key dimensions:

o??? Idealized Influence

o??? Inspirational Motivation

o??? Intellectual Stimulation

o??? Individualized Consideration

The MLQ contains 45 items and is rated on a 5-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). This tool has demonstrated reliability and validity in numerous studies of leadership across various fields, including education.

2.?????? Digital Resilience Questionnaire (DRQ): The DRQ, adapted by Al-Abdulghani et al. (2021), is designed to measure digital resilience. This questionnaire includes items that assess:

o??? The ability to adopt innovative technologies,

o??? The psychological resilience required to handle technological disruptions,

o??? Efficiency in using digital tools during emergencies, such as the COVID-19 pandemic.

The DRQ consists of 20 items, also rated on a 5-point Likert scale, and focuses on an individual’s response to digital disruptions during the pandemic.

5.3 Data Collection Procedures

Data were collected over a three-week period using SurveyMonkey, an online survey tool. Recruitment was conducted via university listservs and personal invitations sent to eligible faculty members. Participants were required to complete an informed consent form before beginning the survey, which detailed the purpose of the study, the confidentiality of their responses, and their voluntary participation.

Participants were asked to complete both the MLQ and the DRQ as part of the survey. The total time to complete both questionnaires was approximately 20 minutes. All responses were anonymous to ensure the privacy of participants.

5.4 Data Analysis

Data analysis was performed using SPSS version 21. The analysis followed these steps:

a-????? Descriptive Statistics:

o??? Descriptive statistics were calculated to summarize the demographic characteristics of the participants, including age, gender, academic discipline, and years of teaching experience.

o??? Descriptive statistics were also computed for the MLQ and DRQ scores, including the means, standard deviations, and frequency distributions.

b-????? Reliability Testing:

o??? Cronbach’s alpha was calculated to assess the internal consistency of the MLQ and DRQ. A threshold of 0.70 or higher was deemed acceptable, indicating good reliability of the instruments.

c-?????? Pearson’s Correlation Coefficient:

o??? Pearson’s r was used to measure the strength and direction of the relationship between transformational leadership (as measured by the MLQ) and digital resilience (as measured by the DRQ). Pearson’s r ranges from -1.0 to +1.0, with values closer to +1.0 indicating a strong positive relationship, values closer to -1.0 indicating a strong negative relationship, and values near 0 indicating no relationship. The threshold for statistical significance was set at p < 0.05.

d-????? Ethical Considerations

Ethical considerations were a key component of the study. The research received approval from the American College of Education Institutional Review Board (IRB) before data collection began. All participants were required to provide informed consent, and their participation was voluntary. To maintain confidentiality, the survey responses were anonymized, and no identifying information was collected. Data were stored securely on password-protected computers, and access was limited to the primary researcher. Participants were informed that they could withdraw from the study at any time without any penalty. After the study was completed, all data were destroyed after three years.

This methodology ensures that the research follows rigorous standards for data collection and analysis while respecting the rights and privacy of participants.

6- Data Analysis and Findings

The study surveyed 120 faculty members from higher education institutions. The participants' mean age was 42.3 years (SD = 8.4), and they represented a diverse set of academic disciplines and teaching experiences. Most respondents (74%) had more than five years of teaching experience, but only 35% had substantial experience using online teaching tools before the COVID-19 pandemic.

·???????? The mean score for transformational leadership (as measured by the MLQ) was 3.8 (SD = 0.5), suggesting that faculty members perceived their leaders as demonstrating moderate to high levels of transformational leadership behaviors.

·???????? The mean score for digital resilience (as measured by the DRQ) was 3.5 (SD = 0.7), indicating moderate levels of digital resilience among faculty members.

6.1 Pearson Correlation Between Transformational Leadership and Digital Resilience

The Pearson correlation coefficient revealed a moderate positive correlation between transformational leadership and digital resilience, r = 0.36, p < 0.001. (see figure 2). This suggests that higher levels of transformational leadership are associated with higher levels of digital resilience among faculty members in higher education.

The positive correlation indicates that as leaders demonstrate more transformational behaviors (e.g., inspirational motivation, individualized consideration), faculty members are better able to adapt to and recover from digital disruptions. This supports the study's hypothesis that transformational leadership has a meaningful influence on fostering digital resilience, particularly in times of crisis such as the COVID-19 pandemic.

Figure 2: Transformational Leadership and Digital Resilience correlation

6.2 Interpretation of Findings

The findings indicate that transformational leadership plays a significant role in developing digital resilience within academic institutions. Faculty members who perceived their leaders as more transformational were better equipped to adapt to the new digital platforms necessitated by the pandemic. This aligns with existing literature, which suggests that transformational leaders, by providing inspiration and individualized support, can foster an environment conducive to adaptability and resilience (Bass & Avolio, 2001; Shafi et al., 2020).

The moderate strength of the correlation suggests that while transformational leadership is a key factor in building digital resilience, other factors—such as pre-existing digital skills, technological infrastructure, and institutional support—may also contribute to resilience outcomes (Müller et al., 2021). Nevertheless, the study’s findings highlight the crucial role of leadership in guiding faculty through the challenges of digital transformation during the COVID-19 crisis.

7- Discussion

This study investigated the relationship between transformational leadership and digital resilience among faculty members in higher education during the COVID-19 crisis. The findings reveal a moderate positive correlation between transformational leadership and digital resilience (r = 0.36, p < 0.001), indicating that transformational leadership plays a crucial role in enhancing resilience in digital environments.

The results indicate that transformational leadership significantly contributes to fostering digital resilience. The positive correlation between these two constructs reinforces the theoretical underpinnings of transformational leadership, where leaders inspire, motivate, and provide personalized support to their followers (Bass & Avolio, 1995). Figure 3: Scatterplot Between Transformational Leadership and Digital Resilience demonstrates this relationship, showing a clear upward trend in resilience as leadership behaviors increase.

This finding aligns with previous literature that positions transformational leadership as an effective style in times of crisis, where adaptability and resilience are key organizational needs (Avolio & Bass, 2001). Transformational leaders, particularly those who exhibit inspirational motivation and individualized consideration, provide the psychological and emotional support necessary for employees to manage and recover from digital disruptions (Shafi et al., 2020). This is critical in higher education, where the rapid shift to online teaching required faculty to adapt quickly to innovative technologies and pedagogical methods.

7.1 Subscale Analysis: The Role of Inspirational Motivation and Individualized Consideration

The analysis of the Multifactor Leadership Questionnaire (MLQ) subscales revealed that inspirational motivation and individualized consideration were the strongest predictors of digital resilience (see Graph 3: Correlations Between Leadership Dimensions and Resilience). Leaders who provided a compelling vision and personalized support were most effective in helping faculty adapt to digital environments. Inspirational motivation involves creating a sense of purpose and optimism, which, during the pandemic, helped alleviate the stress associated with rapid technological changes. Individualized consideration allowed leaders to provide tailored support to faculty members, addressing their unique challenges and fostering a sense of trust and empowerment (Bass, 1985).

The Graph further highlights how higher scores in inspirational motivation correlate with greater digital resilience, showing that when faculty members felt inspired and supported, they were more capable of overcoming the challenges posed by the digital transition.

7.2 Intellectual Stimulation and Idealized Influence: Areas for Improvement

While transformational leadership positively impacted digital resilience, the subscales of intellectual stimulation and idealized influence showed lower correlations (see Figure 3). Faculty members rated their leaders lower in these areas, suggesting that while leaders were effective in providing emotional support, they were less likely to challenge assumptions or act as strong role models in navigating digital transitions. This could indicate a gap in leadership behaviors that promote creative problem-solving and innovation—both critical for thriving in a rapidly evolving digital landscape (Bass & Riggio, 2006).

Figure 3: ?Correlations Between Leadership Dimensions and Resilience

The Relationship Between Intellectual Stimulation and Technical Adaptability shows a less pronounced correlation, emphasizing that leaders need to focus more on encouraging innovation and critical thinking when guiding their teams through digital transitions. By integrating intellectual stimulation into their leadership style, leaders could further enhance their team's adaptability and resilience in the face of new digital challenges.

7.3 Digital Resilience Beyond Emotional Support

Although transformational leadership was found to significantly influence emotional and psychological aspects of resilience, the findings indicate that it does not directly impact the development of technical digital skills. Figure 3: Relationship Between Transformational Leadership and Technical Digital Competence highlights this distinction, where the correlation between leadership behaviors and technical competence remains weak. This suggests that while transformational leadership can provide the emotional foundation for resilience, additional technical training programs are needed to equip faculty with the specific skills required to excel in digital environments.

As organizations continue to integrate digital platforms into their operations, particularly in higher education, it is essential to complement leadership initiatives with comprehensive training that addresses technical skills and digital literacy (Müller et al., 2021).

7.4 Practical Implications for Leadership Development

The findings from this study underscore the importance of developing leadership programs that emphasize inspirational motivation and individualized consideration, as these behaviors were found to have the most significant impact on digital resilience. Institutions should focus on cultivating leaders who can provide unobstructed vision and personalized support, particularly during times of crisis when rapid digital adaptation is required.

Additionally, while leadership is essential for fostering emotional resilience, institutions must also invest in technical training programs to ensure that faculty members possess the necessary digital skills. A dual approach—enhancing both emotional resilience through leadership and technical skills through training—will provide a more comprehensive strategy for building long-term digital resilience.

8- Limitations of the Study

Several limitations should be acknowledged. First, the study was conducted within higher education institutions in the Mid-Atlantic region of the United States, which may limit the generalizability of the findings. Future studies could explore the relationship between transformational leadership and digital resilience in different regions or sectors to provide a more holistic understanding of this dynamic.

Additionally, the reliance on self-reported data may introduce response bias, as participants might have over- or underestimated their leadership experiences or resilience levels. Future research could integrate more objective measures, such as performance assessments, to complement self-report data.

9- Future Research Directions

Future research should expand on this study by examining other leadership styles, such as servant leadership or adaptive leadership, to determine their impact on digital resilience. These leadership styles may offer alternative pathways for fostering both emotional and technical resilience, particularly in environments undergoing rapid technological change.

Moreover, longitudinal studies would be beneficial to examine the long-term effects of transformational leadership on digital resilience. As organizations continue to rely on digital platforms beyond the pandemic, understanding how leadership influences resilience over time will provide valuable insights for both academia and practice.

10- Conclusion

This study contributes to the growing body of research on transformational leadership by demonstrating its critical role in fostering digital resilience during the COVID-19 crisis. Leaders who emphasize inspirational motivation and individualized consideration are particularly effective in helping faculty members navigate the emotional and psychological challenges associated with digital disruptions. However, leadership alone is insufficient for developing technical digital competencies, highlighting the need for integrated leadership and technical training programs.

As higher education and other sectors continue to embrace digital platforms, building resilient, adaptable teams will remain essential. Leadership development programs should thus be designed to cultivate both emotional support and the encouragement of innovative thinking, while technical training programs should equip faculty with the skills necessary to thrive in digital environments.

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References

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?Bass, B. M. (1985). Leadership and Performance Beyond Expectations. Free Press.

??Burns, J. M. (1978). Leadership. Harper & Row.

?Carleton, E., et al. (2018). The role of leadership in promoting positive work outcomes: An evidence-based framework. Journal of Leadership Studies, 11(4), 57-72.

??Casalino, N., et al. (2019). Digital resilience and leadership in organizations: The role of transformational leaders. Journal of Digital Transformation, 8(3), 101-118.

??Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage.

??Müller, C., et al. (2021). Digital teaching and learning under COVID-19 pandemic conditions: Teachers' perspectives on challenges and strategies. Educational Technology Research & Development, 69(2), 19-35.

?Shafi, M., et al. (2020). The impact of transformational leadership on organizational innovation: Evidence from higher education. International Journal of Innovation Management, 24(5), 205-224.

??Westgarth, J. (2021). Digital resilience in education during the COVID-19 pandemic. Digital Learning Quarterly, 5(3), 23-36.

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