THE RELATIONSHIP BETWEEN DIGITAL COMPETENCE AND TEACHER MOTIVATION TO LEAD: A PILOT STUDY

The purpose of this study is to gain an initial understanding of the relationship between digital competence and teachers' motivation to lead. A quantitative approach with a survey study design was used in this study. Digital competence is measured using the Teachers’ Basic ICT Competence Beliefs and motivation to lead teachers is measured using the Motivation to Lead questionnaire. This study was conducted in 10 schools in the states of Kelantan and Terengganu, involving 120 respondents selected through simple random sampling. Data were analysed using SPSS. The analysis results show that teachers' digital competence is at a high level (M=3.78, SD=0.55). The information and data literacy dimension has the highest mean, while the analysing and reflecting dimension has the lowest mean. Meanwhile, teachers' motivation to lead is moderate (M=3.34, SD=0.34), with social norms at the highest mean and affective identity at the lowest mean. Correlation analysis shows a significant and weak positive relationship (r = 0.285, p = 0.002) between two variables. The Cronbach Alpha index for digital competence is 0.97 and the teacher's motivation to lead is 0.74. Overall, the instrument is suitable for use in real studies, and this study provides an initial analysis of the relationship between digital competence and teachers' motivation to lead. This study suggests that teachers' motivation to lead can be enhanced by empower them to become leaders. Digital competence is one of the elements needed to strengthen teachers' spirit to raise awareness among teachers so that they are confident in becoming leaders.