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        <dc:title>Leading the Digital Transformation of Education: The Perspective of School Principals</dc:title>
        <dc:creator>Bistra, Mizova</dc:creator>
        <dc:creator>Yonka, Parvanova</dc:creator>
        <dc:creator>Roumiana, Peytcheva-Forsyth</dc:creator>
        <dc:subject>L Education (General)</dc:subject>
        <dc:description>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.</dc:description>
        <dc:publisher>Faculty of Education, Sofia University</dc:publisher>
        <dc:date>2026-01-22</dc:date>
        <dc:type>Article</dc:type>
        <dc:type>PeerReviewed</dc:type>
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        <dc:identifier>http://eprints.iab.edu.my/v2/1747/1/admsci-16-00057-with-cover.pdf</dc:identifier>
        <dc:identifier>  Bistra, Mizova and Yonka, Parvanova and Roumiana, Peytcheva-Forsyth  (2026) Leading the Digital Transformation of Education: The Perspective of School Principals.  Administrative Sciences, 16(1) (57).  pp. 15-37.      </dc:identifier>
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