مستوى امتلاك مديري الثانويات الخاصة مهارات القيادة الرقمية وسبل تطويرها : مدينة طرابلس أنموذجا
The primary objective of this study was to evaluate the level of digital leadership skills among private secondary school principals in Tripoli amidst the rapid technological acceleration of the 21st century. The research aimed to identify core challenges hindering effective digital leadership and explore practical development strategies, ultimately constructing a proposed strategic model to support digital transformation and enhance institutional resilience in distressed educational contexts. The research adopted a descriptive-analytical approach utilizing a "mixed methods" design to integrate quantitative and qualitative tools, ensuring data triangulation and depth. The sample included (31) principals and (313) teachers from private secondary schools in Tripoli. Research tools consisted of a validated questionnaire covering six major axes: (technical skills, digital culture, strategic planning, leadership effectiveness, information systems design, and professional development) with a reliability coefficient of (α≤0.05). This was supplemented by semi-structured interviews with educational leaders, and data were analyzed both statistically and thematically. Quantitative findings revealed a "high" level of digital leadership among principals, with a mean score of (3.92/5), where "digital culture" ranked first (4.22). While quantitative analysis showed no statistically significant differences in skill levels related to academic qualifications or years of experience, qualitative data revealed a clear distinction in the capacity for "strategic employment" of technology favoring those with higher academic degrees. Major identified challenges included resistance to change, lack of financial resources, and weak technological infrastructure. The study concluded by developing a "proposed strategic model" for digital leadership based on three integrated dimensions: individual, institutional, and environmental. The researcher provided specific procedural recommendations, including the institutionalization of cloud governance, activating digital twin concepts, and implementing sustainable training policies based on the TPACK framework. This research provides a practical framework for supporting leaders in achieving institutional coherence and comprehensive digital transformation. (Author's abstract)