Investigating the Relationship Between Digital Literacy and Transformational Leadership with Teachers’ Emotional Creativity: The Mediating Role of Psychological Capital

Document Type : Original Article

Authors

1 Department of Educational Management, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran.

2 Department of Psychology, Islamic Azad University, Roudehen Branch, Roudehen, Iran

3 Department of Educational Sciences, History and Philosophy of Education, Payame Noor University, West Azerbaijan Province, Miandoab Center, Iran.

4 Department of Educational Sciences, Farhangian University, Tehran, Iran.

Abstract

This study aimed to examine the mediating role of psychological capital in the relationship between digital literacy and transformational leadership with emotional creativity among teachers. The research was applied and descriptive-correlational in nature. Based on Cochran’s formula, the sample size was determined to be 600 participants, consisting of 325 women and 275 men, selected through simple random sampling. The instruments used included the Digital Literacy Questionnaire by Ng (2012), the Transformational Leadership Questionnaire by Siswanto (2020), the Emotional Creativity Questionnaire by Averill (1999), and the Psychological Capital Questionnaire by Luthans (2007). Data were analyzed using SPSS and AMOS software through descriptive and inferential statistical methods. The results indicated that both digital literacy and transformational leadership had a significant and positive effect on teachers’ emotional creativity (P<0.001). Additionally, psychological capital—comprising hope, resilience, optimism, and self-efficacy—was found to mediate and enhance this relationship (P<0.001). It can be concluded that digital literacy and transformational leadership contribute to fostering an inspiring environment that encourages individuals—especially teachers—to engage in creative thinking. Simultaneously, psychological capital provides a supportive foundation for the emergence of emotional creativity. The findings underscore the importance of promoting these three factors within educational systems to nurture emotional creativity in teachers

Keywords

References

 
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Research In Instructional Methods
Volume 4, Issue 2 - Serial Number 14
November 2026
Pages 226-244

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History

  • Receive Date: 14 May 2025
  • Revise Date: 23 September 2025
  • Accept Date: 08 November 2025

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