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      "title": "Leading the Digital Transformation of Education: The Perspective of School Principals",
      "publisher": "Faculty of Education, Sofia University",
      "type": "article",
      "metadata_visibility": "show",
      "datestamp": "2026-10-26 00:20:24",
      "volume": "16(1)",
      "creators": [
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          "name": {
            "given": "Mizova",
            "family": "Bistra",
            "lineage": null,
            "honourific": null
          }
        },
        {
          "name": {
            "family": "Yonka",
            "given": "Parvanova",
            "honourific": null,
            "lineage": null
          }
        },
        {
          "name": {
            "given": "Peytcheva-Forsyth",
            "family": "Roumiana",
            "lineage": null,
            "honourific": null
          }
        }
      ],
      "ispublished": "pub",
      "keywords": "typologisation of digital leadership; school principals; digital transformation; educational management; mixed methods research; Bulgaria",
      "eprintid": 1747,
      "pagerange": "15-37",
      "userid": 4,
      "date": "2026-01-22",
      "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.",
      "uri": "http:\/\/eprints.iab.edu.my\/v2\/id\/eprint\/1747",
      "publication": "Administrative Sciences",
      "subjects": [
        "L1"
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      "number": 57,
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