The Role of School Leaders’ Transformational Leadership Practices and Sense-Making During the Implementation of New Technology: The Case of the Mandatory Introduction of a Learning Management System in Danish Schools

This study examines how school leaders’ transformational leadership practices influence teachers’ adoption of a learning management system (LMS), focusing on sense-making as a mediator. Based on a nationwide survey of 962 teachers, our analysis shows that school leaders’ transformational leadership practices significantly enhance teachers’ use of the LMS and foster greater sense-making of the tool. Additionally, a decomposition analysis shows that sense-making mediates the relationship between leadership practices and teachers’ adoption of the LMS. These findings suggest that school leaders’ transformational leadership practices not only support LMS integration but also ensure that changes are meaningfully understood, facilitating smoother transitions to new tools in schools.