Transformational Leadership and Technological Competence in Nonformal Education: Implications for Equitable Access and Digital Inclusion

Abstract

This mixed-methods study examines the relationship between managerial leadership styles, technological competence (TC), and attitudes towards remote work among non-formal education coordinators in Israel's Arab society during the COVID-19 pandemic. The research, which focuses on social-community education coordinators in schools (SCECs) and non-formal education coordinators in local authority youth departments (NFECs), investigates how cultural norms, values, and challenges shape non-formal experiences during crises. Validated questionnaires collected data from 97 coordinators, while semi-structured interviews with 18 coordinators yielded qualitative insights. Findings revealed positive correlations between transformational leadership (TLS), TC, job satisfaction, and openness to remote work, with TC mediating the link between TLS and remote work attitudes. SCECs reported higher satisfaction, TC, and positive attitudes towards remote work than NFECs, who perceived more laissezfaire leadership from directors. The findings underscore the pivotal roles of adaptive leadership and digital competence in sustaining inclusive, resilient nonformal education (NFE) for minority communities in times of disruption. Theoretical and practical implications emphasize the need for culturally responsive leadership development and technology training to foster equitable learning ecosystems.