Transformative Leadership Competencies Shaping Evidence Driven Decision Making In School Administration

Abstract

The present study investigates the impact of digital learning platforms on student academic performance, drawing on a mixed-method research design integrating quantitative analysis from 300 students and qualitative insights from 15 school leaders. Results reveal that consistent and structured use of digital learning tools significantly enhances academic outcomes by improving engagement, personalisation, and accessibility. Students using digital platforms at least four days a week demonstrated notably higher mean achievement scores, supported by a strong positive correlation between platform usage and performance. Qualitative findings further highlight that the effectiveness of these platforms increases when combined with guided pedagogy, timely feedback systems, and teacher support. However, several structural and contextual barriers persist, including unequal access to devices and internet connectivity, varying levels of digital literacy, inconsistent adoption of digital tools across institutions, and challenges related to student self-regulation. School leaders also emphasised the need for strategic digital integration policies, robust technical support, and capacity-building initiatives for teachers and students. Overall, the study concludes that digital learning platforms possess significant potential to transform academic outcomes when embedded within a well-supported institutional framework. Strengthening digital infrastructure, enhancing teacher digital competencies, and promoting equity-focused policies are crucial to maximising the academic benefits of digital learning for diverse learner groups.