Exploring Virtual Leadership Practices and Challenges in Private Schools in Jeddah
DOI:
https://doi.org/10.35516/Edu.2026.14622Keywords:
Virtual leadership, digital transformation, private schools, school leaders, educational institutions.Abstract
Objectives: This study explored the practices and challenges of virtual leadership in private schools in Jeddah from the perspective of school leaders’ experiences in virtual environments.
Methods: A phenomenological design was adopted, and semi-structured interviews were conducted with eight school leaders using a total population purposive sampling approach. Interviews were transcribed verbatim, and the data were analyzed thematically based on the study’s conceptual framework.
Results: The findings indicate that participants extensively practiced virtual leadership across a range of administrative and instructional functions. These practices included integrating technology into school operations, using digital communication channels with teachers, students, and parents, and employing virtual platforms to enhance monitoring, accountability, and transparency. However, other important dimensions of virtual leadership were less consistently reflected in practice, including articulating clear goals and expectations, promoting staff motivation and inclusion, building trust, and demonstrating flexibility and adaptability. The study also identified several interrelated challenges, including resistance to digital transformation among some staff, increased administrative workload, ongoing training demands, difficulties in managing virtual classrooms, variations in staff digital readiness and flexibility, and a tendency among some staff to limit their efforts to the minimum required in virtual environments.
Conclusions: The findings suggest that virtual leadership in these schools represents an emerging and promising, yet still evolving, leadership model that requires sustained effort to develop into a more mature form of digital leadership. The study concludes by highlighting key limitations, directions for future research, and implications for educational policy and practice.
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