The inevitable digitalization of workplaces in the present era, generally as a result of technological developments, has caused a paradigm shift, along with new innovative business models and business behaviors, which has required leaders to possess certain digital skills for sustainable corporate performance. Hence, studies on digital leadership have attracted the attention of academics and practitioners worldwide, with many studies having been conducted on the topic. However, a comprehensive analysis of the intellectual architecture, knowledge structure, and thematic evolution of the digital leadership field of research using science mapping tools has yet to be conducted. The current study, therefore, aimed at reviewing the intellectual structure and evolution of the digital leadership field through a bibliometric and science-mapping analysis. This study used digital leadership as an umbrella term comprising leadership styles such as e-leadership, virtual leadership, technology leadership, and leadership 4.0, which have similar meanings and can be used interchangeably. With this purpose, bibliometric performance and science mapping analysis was performed on articles related to the research field that were retrieved from the Scopus database using SciMAT software (version 1.1.04). The results of the study revealed that the scope of digital leadership research is gradually expanding and diversifying and that publication output is increasing steadily. In addition, period-based analysis showed that the technology management theme during the first period, the virtual teams and technology themes during the second period, and the COVID-19, virtual reality, and digital technologies themes during the third period emerged as the motor themes and formed the focus of research in this field. Thematic evolution analysis showed that virtual leadership during the first and second periods, virtual teams during the second period, e-leadership and technology during the second and third periods, and digital leadership, COVID-19, and virtual reality during the third period, along with technology leadership in all three periods were all noteworthy as well-developed research themes. These findings enable a better understanding of the research field of digital leadership and provide a reference for future research by revealing the conceptual structure and thematic evolution of the digital leadership knowledge base.

This study aims to investigate the relationships between COVID-19-related psychological distress, social media addiction, COVID-19-related burnout, and depression. The research, which was designed according to the relational survey model, was conducted with the participation of 332 school principals and teachers who received graduate education in the field of educational administration. Research data were collected through online surveys and then structural equation modeling (SEM) was used to test and analyze the proposed hypotheses. The study’s findings revealed that COVID-19-related psychological distress strongly predicted COVID-19-related burnout. In this context, as the psychological distress associated with COVID-19 increased, the sense of burnout associated with COVID-19 also increased. However, it was found that burnout associated with COVID-19 significantly and positively predicted depression. SEM results revealed that COVID-19-related psychological distress directly affected COVID-19-related burnout, depression, and social media addiction. In addition, it was determined that an indirect effect of COVID-19-related burnout and social media addiction exists in the relationship between COVID-19-related psychological distress and depression.

Academic self-efficacy, academic amotivation, attitude toward the teaching profession, and classroom management anxiety are four of the most significant factors for both teacher training and performance because these psychological and behavioral constructs are first developed during the initial training, and reflect on the actual teaching quality of teachers. Therefore, investigation into their development and relationships, particularly with regard to prospective teachers, is significant both for the theory and practice of teaching. Hence, the current study aims to explore the casual relationships between these variables with a sample of prospective mathematics teachers, using the structural equation modelling (SEM). The participants were selected using simple random sampling method from prospective mathematics teachers studying at educational faculties of seven universities in different regions of Turkey. The data were collected using the academic amotivation scale, academic self-efficacy scale, attitude toward the teaching profession scale, classroom management anxiety scale, and a personal information form developed by the researchers. Data obtained from 581 participants were analyzed using path analysis. The findings showed that prospective mathematics teachers had a positive attitude toward the profession, and were eager to teach. Their academic self-efficacy predicted their attitude toward the teaching profession. Similarly, prospective mathematics teachers’ attitude toward the teaching profession correlated negatively with their academic amotivation. In other words, as prospective mathematics teachers’ attitude scores toward the profession increased, their academic amotivation scores decreased. However, prospective mathematics teachers had a high level of classroom management anxiety. Interestingly, prospective mathematics teachers with a positive attitude toward the profession experienced higher levels of classroom management anxiety. The findings mostly supported previous results in the literature. Implications were suggested both for teacher training and practice of quality teaching.

This study aims to investigate the relationships between the COVID-19 phobia experienced by school administrators and their work–family conflict, family–work conflict, and life satisfaction. This descriptive research, designed according to the relational survey model, was conducted with the participation of 356 school administrators. The study data were collected through online questionnaires, and then t-test, ANOVA, correlation analysis, and simple linear regression analysis were employed for the statistical analyses. The results revealed that female school administrators experienced greater levels of COVID-19 phobia than their male peers and that COVID-19 phobia is felt more intensely in the psychological and social sub-dimensions. However, female school administrators’ life satisfaction levels were significantly higher than those of male school administrators. In the current study, it was determined that school administrators in the younger age group experienced greater levels of COVID-19 phobia and family–work/work–family conflict than their peers from other age groups. The results of this study revealed a positive and moderate relationship between school administrators’ COVID-19 phobia and their levels of both work–family and family–work conflict. The findings of the study offer significant implications for policy makers in education, showing the importance of developing strategies that will reduce the effects of the pandemic for a more sustainable and efficient employee performance.

Artificial intelligence (AI) is one of the ground-breaking innovations of the 21st century that has accelerated the digitalization of societies. ChatGPT is a newer form of AI-based large language model that can generate complex texts that are almost indistinguishable from human-generated text. It has already garnered substantial interest from people due to its potential utility in a variety of contexts. The current study was conducted to evaluate the utility of ChatGPT in generating accurate, clear, concise, and unbiased information that could support a scientific research process. To achieve this purpose, we initiated queries on both versions of ChatGPT regarding digital school leadership and teachers’ technology integration, two significant topics currently discussed in educational literature, under four categories: (1) the definition of digital leadership, (2) the digital leadership skills of school principals, (3) the factors affecting teachers’ technology integration, and (4) the impact of digital leadership on teachers’ technology integration. Next, we performed a comparative analysis of the responses generated by ChatGPT-3.5 and ChatGPT-4. The results showed that both versions were capable of providing satisfactory information compatible with the relevant literature. However, ChatGPT-4 provided more comprehensive and categorical information as compared to ChatGPT-3.5, which produced responses that were more superficial and short-cut. Although the results are promising in aiding the research process with AI-based technologies, we should also caution that, in their current form, these tools are still in their infancy, and there is a long way to go before they become fully capable of supporting scientific work. Meanwhile, it is significant that researchers continue to develop the relevant knowledge base to support the responsible, safe, and ethical integration of these technologies into the process of scientific knowledge creation, as Pandora’s box has already been opened, releasing newer opportunities and risks to be tackled.

It is well acknowledged that the roles of both school administrators and teachers have changed due to the global education crisis caused by COVID-19. During this challenging and critical period, it is essential to investigate how those working in the education sector who undertake strategic tasks for sustainable education are affected by the new conditions brought about by the COVID-19 pandemic. This study investigates the interrelationships between COVID-19 quality of life, loneliness, happiness, and Internet addiction. The research was designed according to the relational survey model, was conducted with 432 school administrators and teachers working in K-12 schools. The research data was collected through online questionnaires, and structural equation modelling (SEM) was used to test and analyze proposed hypotheses. The study’s results revealed a positive relationship between the COVID-19 related quality of life and loneliness, and that loneliness significantly positively predicts Internet addiction. In this context, due to the impact of COVID-19 on the life quality, the participants’ loneliness levels significantly increased, and this increase in loneliness caused them to become addicted to using the Internet. Interestingly, it was also determined that a positive relationship exists between loneliness and happiness and that as the loneliness of individuals increased, their level of happiness also increased. In many studies conducted prior to the COVID-19 pandemic, a negative relationship was revealed between loneliness and happiness. In the current study conducted during the pandemic, the relationship between the two variables was positive. SEM results revealed that COVID-19 directly affects the quality of life, Internet addiction, loneliness, and happiness of school administrators and teachers. Furthermore, it was determined that Internet addiction indirectly affects the relationship between loneliness and happiness.