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Abstract

This study examines the impact of digital leadership on lecturers’ job performance in the context of digital transformation in higher education. The proposed model was tested using partial least squares structural equation modeling (PLS-SEM) based on data collected from 312 Vietnamese university lecturers. The results indicate that digital leadership significantly enhances lecturers’ digital competence, work engagement, and job performance. Furthermore, both digital competence and work engagement have significant positive effects on job performance, confirming their mediating roles. The model demonstrates strong predictive relevance (Q²predict = 0.404) and moderate explanatory power for job performance (R² = 0.462). Overall, this study contributes to the understanding of digital resource mechanisms in higher education and provides practical implications for university administrators to enhance academic performance through value alignment, supportive technological environments, and effective digital leadership‎.

Keywords: Digital leadership, Job performance, Work engagement, Digital competence

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