Abstract

The sudden shift to remote learning during the COVID-19 pandemic presented unprecedented challenges for school leadership worldwide. This chapter explored the digital leadership of school principals during the COVID-19 pandemic and its influence on teachers’ intrinsic motivation and organisational commitment. Fostering employee motivation and commitment is often considered a key objective of leadership, especially in schools where teachers typically operate autonomously, with minimal direct supervision. The study surveyed 380 teachers in Bahrain, uncovering that principal who provided a clear and positive vision for remote schooling significantly boosted teachers’ motivation. Additionally, principals who effectively clarified the values and practices of remote education played a critical role in enhancing teachers’ commitment to their organisations. The findings support a mediation model in which the effects of digital transformational practices on commitment are mediated through motivation. This research enriches our understanding of how digital leadership can shape a supportive and motivating work environment in educational settings during challenging times.