The relationship between classroom teachers' perceptions of digital leadership and job satisfaction

The purpose of this study is to examine the relationship between classroom teachers' perceptions of digital leadership and job satisfaction. Designed within the framework of the correlational survey model, one of the quantitative research methods, the universe of this study includes classroom teachers working in primary schools operating in the central districts of Malatya province during the 2024-2025 academic year. The sample of the study consists of 550 classroom teachers selected using simple random sampling. Data were collected through forms filled out on a voluntary basis, including the Digital Leadership Scale, Job Satisfaction Scale, and personal information. Based on the results of the measurement tools applied, Confirmatory Factor Analysis (CFA) was first conducted. At this stage, t-tests, One-Way Analysis of Variance, Pearson Correlation analysis, and Simple Regression Analysis were applied. According to the analysis results, teachers' perceptions of digital leadership and job satisfaction differ according to the gender variable. In terms of marital status, there is no significant difference between perceptions of digital leadership and job satisfaction. In the evaluations made according to the age group variable of teachers, no significant difference was found in terms of digital leadership perceptions and job satisfaction perceptions. In addition, no difference was observed between teachers' job satisfaction and digital leadership perceptions according to the seniority variable. This study reveals that digital leadership perception has a significant effect on job satisfaction in line with the results of the regression analysis.