Digital transformation conditions and management effectiveness through digital leadership capacity in Vietnamese primary and secondary schools

Digital transformation introduces organizational demands concerning school coordination, administrative decisions, and leadership capability development. This study examines associations among transformation conditions, digital leadership capacity, and perceived management effectiveness in Vietnamese schools. Responses from 585 principals and vice principals are analysed using partial least squares structural equation modelling. A reflective formative hierarchical model integrates managerial, institutional, and policy contextual conditions within a higher order construct. Transformation conditions are positively associated with digital leadership capacity (β = 0.545) and perceived management effectiveness (β = 0.245). Leadership capacity is positively associated with management effectiveness (β = 0.445), alongside a significant indirect association (β = 0.243). Explained variance reaches 29.7% for leadership capacity and 37.7% for perceived management effectiveness. The findings connect an enabling organizational environment with leadership capability and perceived administrative functioning across participating schools. The framework directs theoretical attention toward coordination between organizational provision and leadership practice during digital transformation. Practical priorities include reliable systems, professional learning, and structured support for implementation decisions.