@article{iab_repo1747,
           month = {January},
            year = {2026},
           pages = {15--37},
           title = {Leading the Digital Transformation of Education: The Perspective of School Principals},
         journal = {Administrative Sciences},
       publisher = {Faculty of Education, Sofia University},
          author = {Mizova Bistra and Parvanova Yonka and Peytcheva-Forsyth Roumiana},
          volume = {16(1)},
          number = {57},
        keywords = {typologisation of digital leadership; school principals; digital transformation; educational management; mixed methods research; Bulgaria},
             url = {http://eprints.iab.edu.my/v2/1747/},
        abstract = {This mixed-methods study investigates the strategic management of digital transformation in Bulgarian schools by analysing principals? self-reported leadership practices and styles.Using data from a nationally representative sample (N = 349) gathered through the SELFIE tool, complemented by 30 in-depth interviews, the research examines how school leaders understand and enact their roles as digital leaders within a context of fragmented policies and uneven digital capacity. Quantitative results reveal a central paradox: although 89.7\% of principals claim to actively support teachers? digital innovation, only about half report having a formalised digital strategy. This imbalance between strong operational support and weak institutionalisation reflects the dominant approach to school digitalisation in Bulgaria. Qualitative cluster analysis identifies three leadership profiles: (1) a strategic?collaborative profile, characterised by long-term planning, partnerships, and data-driven decisions; (2) a supportive?collaborative profile focused on teacher communities and context-specific professional development but lacking strategic vision; and (3) a balanced?pragmatic profile oriented toward measurable improvements and adaptive responses. Triangulation with national assessment data shows that leadership styles align with institutional contexts: high-performing schools tend to apply strategic?collaborative leadership, while lower performing schools adopt pragmatic, adaptive approaches. The study argues that digital transformation requires context-sensitive frameworks recognising multiple developmental trajectories, highlighting the need for differentiated policies that support strategic institutionalisation of existing digital innovations while addressing structural inequalities.}
}