How Technology Leadership Affects Technology-Supported Differentiated Instruction in Schools: An Exploration via a Mediation Model

Meijie Bi; Yuting Zhang

doi:10.30828/real.1929080

How Technology Leadership Affects Technology-Supported Differentiated Instruction in Schools: An Exploration via a Mediation Model

Abstract

Differentiated instruction (DI) is a widely applied concept among today’s educators due to its power to address students’ increasingly diverse learning needs. The extensive integration of educational technology makes it necessary to consider leveraging technology’s potential to enable effective DI. Grounded in path-goal theory, this study investigated how technology leadership provides pathways that impact technology-supported DI, exploring the mediating roles of teachers’ ICT self-efficacy and DI self-efficacy. We constructed a PLS-SEM model based on 923 valid responses from Chinese school teachers. Findings indicated that teachers’ perceived technology leadership has a direct effect on their willingness and capacity to implement DI, particularly in the domains of flexible grouping, continuous personalized evaluation, and adaptive teaching. Additionally, teachers’ dual types of self-efficacy were proven to be significant mediators in the relationship between technology leadership and technology-supported DI. Hence, it is suggested that school principals and their management teams should strategically exercise leadership to cultivate a supportive technological climate and strengthen teachers’ technical and pedagogical self-efficacy to drive the implementation of technology-supported DI.

Keywords

Project Number

Zhejiang Philosophy and Social Sciences Planning Project, No. 26NDJC013YBMS

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Details

Primary Language

English

Subjects

Leadership in Education

Journal Section

Research Article

Authors

Meijie Bi This is me
0000-0003-2328-3712
China

Yuting Zhang ^*
0000-0003-2353-8711
China

Publication Date

September 27, 2026

Submission Date

April 14, 2026

Acceptance Date

July 11, 2026

Published in Issue

Year 2026 Volume: 11 Number: 3

DOI

https://doi.org/10.30828/real.1929080

IZ

https://izlik.org/JA63JU93LT

Cite

RIS / Bibtex

APA

Bi, M., & Zhang, Y. (2026). How Technology Leadership Affects Technology-Supported Differentiated Instruction in Schools: An Exploration via a Mediation Model. Research in Educational Administration and Leadership, 11(3), 793-830. https://doi.org/10.30828/real.1929080

AMA

1.Bi M, Zhang Y. How Technology Leadership Affects Technology-Supported Differentiated Instruction in Schools: An Exploration via a Mediation Model. REAL. 2026;11(3):793-830. doi:10.30828/real.1929080

Chicago

Bi, Meijie, and Yuting Zhang. 2026. “How Technology Leadership Affects Technology-Supported Differentiated Instruction in Schools: An Exploration via a Mediation Model”. Research in Educational Administration and Leadership 11 (3): 793-830. https://doi.org/10.30828/real.1929080.

EndNote

Bi M, Zhang Y (September 1, 2026) How Technology Leadership Affects Technology-Supported Differentiated Instruction in Schools: An Exploration via a Mediation Model. Research in Educational Administration and Leadership 11 3 793–830.

IEEE

[1]M. Bi and Y. Zhang, “How Technology Leadership Affects Technology-Supported Differentiated Instruction in Schools: An Exploration via a Mediation Model”, REAL, vol. 11, no. 3, pp. 793–830, Sept. 2026, doi: 10.30828/real.1929080.

ISNAD

Bi, Meijie - Zhang, Yuting. “How Technology Leadership Affects Technology-Supported Differentiated Instruction in Schools: An Exploration via a Mediation Model”. Research in Educational Administration and Leadership 11/3 (September 1, 2026): 793-830. https://doi.org/10.30828/real.1929080.

JAMA

1.Bi M, Zhang Y. How Technology Leadership Affects Technology-Supported Differentiated Instruction in Schools: An Exploration via a Mediation Model. REAL. 2026;11:793–830.

MLA

Bi, Meijie, and Yuting Zhang. “How Technology Leadership Affects Technology-Supported Differentiated Instruction in Schools: An Exploration via a Mediation Model”. Research in Educational Administration and Leadership, vol. 11, no. 3, Sept. 2026, pp. 793-30, doi:10.30828/real.1929080.

Vancouver

1.Meijie Bi, Yuting Zhang. How Technology Leadership Affects Technology-Supported Differentiated Instruction in Schools: An Exploration via a Mediation Model. REAL. 2026 Sep. 1;11(3):793-830. doi:10.30828/real.1929080