|
العلاقة
بين الإدارة
الإلكترونية
والأداء التنظيمي
في مديريات
التربية
والتعليم في
فلسطين |
اسم
الباحث الأول
باللغتين
العربية
والإنجليزية |
محمد
عدنان زيد |
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|
Mohammad Adnan Zaid |
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|
اسم
الباحث
الثاني
باللغتين
العربية
والإنجليزية: |
أمينة
عمراني |
|||
|
Amina OMRANE |
||||
|
اسم
الباحث
الثالث
باللغتين
العربية
والإنجليزية: |
/ |
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|
/ |
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|
The Relationship between
E-Management and Organizational Performance in the Directorates of Education
in Palestine |
1
اسم الجامعة
والدولة
(للأول)
باللغتين
العربية
والإنجليزية |
جامعة
صفاقس ، تونس |
||
|
University of Sfax, Tunisia |
||||
|
2
اسم الجامعة
والدولة
(للثاني)
باللغتين
العربية
والإنجليزية |
جامعة
صفاقس ، تونس |
|||
|
University of Sfax, Tunisia |
||||
|
3
اسم الجامعة
والدولة
(للثالث)
باللغتين
العربية
والإنجليزية |
/ |
|||
|
/ |
||||
|
Doi: لاستعمال
هيئة
التحرير |
*
البريد
الالكتروني
للباحث
المرسل: E-mail: |
mzaid15.it@gmail.com |
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|
الملخص: |
|
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|
تتناول
هذه الدراسة
العلاقة بين
الإدارة الإلكترونية
والأداء
التنظيمي في
مديريات التربية
والتعليم
الفلسطينية
في شمال
الضفة الغربية.
واعتمدت
الدراسة
المنهج
الوصفي التحليلي
الارتباطي،
حيث تم تطوير
استبانتين: الأولى
لقياس
ممارسات
الإدارة
الإلكترونية،
والثانية لقياس
مستوى
الأداء
التنظيمي.
وقد تكون
مجتمع الدراسة
من 587 موظفًا
إداريًا، تم
اختيار عينة
عشوائية
منهم بلغت 182
موظفًا.أظهرت
النتائج أن
الإدارة
الإلكترونية
مطبّقة بشكل
جيد في جميع
أبعادها،
كما أظهر
المستجيبون
مستوى مرتفعًا
من الأداء
التنظيمي.
وكشفت
الاختبارات
الإحصائية
عن وجود
علاقة
ارتباطية
موجبة دالة
إحصائيًا
بين الإدارة
الإلكترونية
والأداء
التنظيمي،
بما يعني أن
تحسن
ممارسات الإدارة
الإلكترونية
يؤدي إلى
تحسن الأداء
المؤسسي. ولتعزيز
الكفاءة
والفعالية
في مديريات
التربية
والتعليم،
توصي
الدراسة
بزيادة
الاستثمار
في أنظمة
الإدارة
الإلكترونية.
وتوضح النتائج
أن تعزيز
استخدام
أدوات
وممارسات
الإدارة
الإلكترونية
المطوَّرة
يمكن أن يكون
عاملًا
محوريًا في
تحسين
الأداء
التشغيلي في
القطاع
التربوي. |
|
||
|
كلمات
مفتاحية: (الإدارة
الإلكترونية،
الأداء
التنظيمي، وزارة
التربية
والتعليم
الفلسطينية) |
|
||
|
Abstract: |
|
||
|
This study examines the relationship between e-management and
organizational performance in the Palestinian Directorates of Education in
the northern West Bank. Adopting a descriptive-analytical correlational
approach, two questionnaires were developed: one to assess e-management
practices and another to evaluate organizational performance. The target
population consisted of 587 administrative employees, from which a random
sample of 182 was selected. Results showed that the e-management was well implemented on all
dimensions, with a high level of performance also exhibited among the
respondents. The statistical test found that there was a significant positive
relationship between e-management and organizational performance, meaning
that better e-management practices would make institutional performance
better. To enhance efficiency and effectiveness in the Directorates of
Education, the study suggests increased investment in e-management systems.
Results highlight that the promotion of developed e-management tools and
practices can be a crucial factor in improving operational performance in the
education sector. |
|
||
|
Keywords: (E-Management, Organizational
Performance, Palestinian Ministry of Education) |
|
||
Introduction
The past few decades have witnessed a high pace of
change in information and communication technologies (ICTs), which have altered
the way organizations use their resources, deliver their services, and measure
their success. One of the most significant changes in this transformation is
the adoption of electronic management (e-management), which involves the use of
digital tools, systems, and platforms to plan, organize, control, and monitor
an organization's processes. E-management is not just about automation; it involves
the assimilation of current technologies in all aspects of its overall
strategy, communication, performance measurement, and provision of services.
The widespread practice of e-management was introduced worldwide as an
attribution of increased organizational efficiency, transparency, and
accountability, especially within organizations in the public sector in their
attempts to be more responsive and cater to increased levels of stakeholder
expectations (Zouari, 2020; Benamar, 2021; Luo et al., 2021; Kraus et al.,
2024; Liang, 2024). Meanwhile, one of the most pivotal institutional success
indicators (which tend to be characterized by efficiency, effectiveness, and
the quality of provided services) is the organizational performance (Obeidat,
2018; Al-Azmi, 2019; Naser, 2024; Saleh and Omar, 2025). The interplay of these
two terms has now emerged as an urgent scholarly and practical issue (Darwish,
2023; Putra, 2024).
Governments and educational systems in the Arab world are in the process
of adopting agendas of digital transformation in the context of extensive
regional perspectives of modernization and sustainable development. As an
example, the transformation of the use of digital tools in boosting the
performance of the institutions and the satisfaction of their citizens has been
highlighted by such initiatives as e-government programs in Jordan, Saudi
Arabia, and the United Arab Emirates (Al-Khazali, 2021; Hamdan and Al-Qadi,
2024; Abdallah, 2025). The study of the Jordanian organizations also demonstrates
that e-human resource management (e-HRM) is one of the factors that leads to
the improvement of both financial, customer, and internal processes indicators
(Obeidat, 2018; Al-Azmi, 2019). The utilization of e-management in Algerian
universities, even in the COVID-19 pandemic, led to continuous provisions of
education service, which served as a measure of success in crisis-related
issues (Benamar, 2021). Equally, the literature concerning e-management points
to the fact that, in unstable environments, organizational agility and
competitiveness are made possible through e-management (Luo et al., 2021; Kraus
et al., 2024).
The place of digital transformation in Palestine, however, is informed
by a distinctive configuration of predicaments. Whereas the Palestinian
Ministry of Education has embarked on reforms to integrate technology into
learning administration and service delivery (such as digitized records, online
communication systems, and electronic reporting systems), roll-out has been
limited by infrastructural challenges, financial constraints, and political
instability in many instances (MOE, 2023; Hamdan and al-Qadi, 2024; Sulaiman,
2025). There is recent evidence that e-management practices have been
positively adopted by principals and teachers, but the level of their usage
depends on the years of service and the organizational support (Naser, 2024;
Sulaiman, 2025). The experience of the Palestinian telecom industry also brings
to the fore the usefulness of e-management systems, including E-CRM and E-PRM,
in fostering sustainable performance, which emphasizes the usefulness of the
strategies in education and other government agencies.
However, except for the worldwide focus on the digital transformation,
the pool of empirical studies on e-management in Palestine has been limited,
especially in the field of the education sector. The available sources incline
to either approach the wider terms of e-government or pedagogical issues of
using ICTs in classrooms (Hamdan and Al-Qadi, 2024; Saleh and Omar, 2025). This
creates a knowledge gap of how the digital tools impact internal management of
educational directorates, administrative units charged with program
implementations, monitoring, and school oversight. Insufficiency of sound
evidence not only inhibits the contribution of theories to the field of
management studies but also subjects a policymaker or administrator to
practical issues when attempting to develop viable formulations. In the absence
of sufficient information about the success of e-management as a method of
enhancing performance, the investment in E-Systems can be underutilized or not
capable of producing the desired institutional impact (MOE, 2023; Abdallah,
2025).
Although some Arab nations, including Jordan and Algeria, have gone a
long way to adopt E-Management systems, the Palestinian setting has not been
well researched. In contrast to these nations, Palestine is not run according
to the unique infrastructural, financial, and political constraints that impact
the digital transformation of the public institutions. Thus, the proposed study
on E-Management in the Palestinian Directorates of Education contributes to an
acute gap in the current empirical and contextual understanding by disclosing
how these issues are influencing the process of implementation and
organizational performance. This information will be crucial to policymakers
who aim to innovate a way of administrative practice and implement this
approach in communications with the digital transformation policy of the
Ministry of Education (MOE, 2023).
It is on this background that this study will be aimed at exploring the
relationship between e-management and organizational performance in the
directorates of education in Palestine, especially the northern West Bank.
Three main objectives against which the research is guided are:
In line with the objectives of the study and the structure of the
research instrument, the following research questions were formulated:
Literature
Review
1. Global Evidence on E-Management and Organizational Performance
Over the last ten years, there has been an increasing literature on the
transformational nature of e-management on the performance of organizations. A
study in Tunisia has shown that adoption of e-management has positive impacts
on the performance of the firm, and structural equation modeling has verified
the strength of the correlation between the two (Zouari, 2020). Likewise,
theoretical frameworks formulated in 2021 offered more insights into the
conceptual associations of e-management and organizational performances that
portrayed the significance of e-management in making organizations efficient
and delivering services of quality (Al-Rashid, 2021).
These results are confirmed by empirical research in other settings. The
e-management practices in Algerian universities became essential in the
preservation of the quality of educational services during the COVID-19 crisis,
when the digital platforms guaranteed the perpetuation of teaching and
administrative processes (Benamar, 2021). Greater scans of the digitalization
associate it directly with organizational agility, highlighting that digital
tools are important in enabling institutions to adjust to uncertainty in the
environment (Luo et al., 2021). Small and medium enterprises (SMEs) are also
reported to gain significantly, as the capabilities that the digital competence
models identified as required to perform in competitive markets were found to
be beneficial to the performance of SMEs (Kraus et al., 2024).
2. Regional Studies in the Arab World
In the Middle East, the aspect of integrating E-Systems into management
practices has been studied on many occasions. A study conducted in Jordan has
supported the fact that e-human resource management (e-HRM) is highly effective
in increasing the performance of the organization through the enhancement of
e-staffing, e-training, and e-performance appraisal regimes (Al-Azmi, 2019;
Al-Khazali, 2021). Similarly, e-HRM in Jordan in the Social Security
Corporation was identified as a contributor to organizational excellence
(according to financial, customer, and internal process indicators) (Obeidat,
2018).
Digital transformation is also tightly linked to overall e-government
changes in the Gulf region, with e-management being the tool that can be used
to increase efficiency, accountability, and transparency. The literature
reveals that technical, administrative, and financial aspects of e-management
provide explanations of large variations in performance of up to 70 percent or
more (Naser, 2024). These results highlight the fact that infrastructure, IT
systems, and human resource competencies have a critical role in achieving the
organizational benefits of E-Systems.
Even though several Arab nations have been at the forefront of adopting
E-Management systems, like Jordan and Algeria, the situation in the Palestinian
territory is under-researched. As an example, a study in Saudi Arabia
(Al-Harbi, 2024) revealed that the implementation of E-Management in
government-operated education institutions had led to a considerable
enhancement in administrative transparency and decision-making using data. In
the same vein, a research study conducted in the United Arab Emirates (Rahman
and Al-Nuaimi, 2024) noted that E-Management projects in government schools led
to increased efficiency of operations, communication, and employee
satisfaction, but also, there was a challenge associated with system
integration and training.
In contrast to these rather stable settings, Palestine has its own
infrastructural, financial, and political limitations that impact the digital
transformation of its government institutions. Thus, the research on
E-Management in the Palestinian Directorates of Education is a crucial approach
to filling an essential gap in the empirical and contextual research since it
can provide insights into how these issues influence implementation and
organizational performance. This kind of evidence will be crucial to those
policymakers who want to transform the administrative practice and bring it in
line with the digital transformation agenda of the Ministry of Education (MOE,
2023).
3. The Palestinian Context and Neighboring Experiences
In Palestine, Qwaider (2024) carried out a descriptive survey among
teachers to determine their perception of the extent to which public school
principals make use of E-Management. The results showed that the level of
E-Management adoption was high. Nonetheless, the perception differences were
observed by the number of years of teaching experience, with fewer years of
teaching practice presenting higher perceived E-Management practice, and other
factors (gender and educational qualification) did not bring any significant
differences.
Despite the fact that empirical research on e-management in Palestine
has not been studied extensively, there are new studies that yield some
valuable information. The 2025 research on digital transformation in
Palestinian schools found that the principals reported that the administrative
processes and performance assessment of teachers significantly improved with
the introduction of digital tools (Sulaiman, 2025). Teachers also rated the
e-management practices of school principals positively, and the results
indicated that years of service affected the adoption and use of digital
(Naser, 2024).
Digital transformation has become a growing focus of the Palestinian
Ministry of Higher Education, and studies have shown that it affects the
quality of its services positively (Hamdan and Al-Qadi, 2024). Analyses of the
national Education Sector Strategic Plan (2017 2022) also emphasize
digitization as one of the main pillars of reform, especially in the areas of
governance and performance monitoring (MOE, 2023).
These findings are replicated in similar contexts of the region. As an
example, an analysis of Palestinian telecommunications companies (Jawwal,
Paltel, Ooredoo) suggested that the e-management systems (especially e-CRM and
e-PRM) played a key role in the achievement of sustainable performance
(Darwish, 2023). These findings imply that digital strategies have the
potential to be harnessed in various fields, including education, in order to
improve the efficiency of the organization.
4. Organizational Culture, Leadership, and Change Management
Outside of technical systems, organizational culture and leadership are
highlighted by the literature as critical enablers of an effective
e-management. Strategy, risk tolerance, and leadership are some of the elements
of organizational culture that were positively correlated with the performance
of IT projects in Jordan (Abdallah, 2025). Equally, the reviews of the change
management practices affirm their pivotal role in the performance of an
organization when undergoing a digital transformation (Saleh and Omar, 2025).
Research in the field of higher education in Indonesia indicates that
e-leadership, or the attitudes and abilities of leaders to deal with things
digitally, is a direct indicator of successful university management (Putra, 2024).
Similarly, E-Systems effectiveness assessment frameworks emphasize the
significance of the input-process-output models in order to determine whether
or not E-Systems provide performance benefits (Liang, 2024).
5. Identified Gaps and Study Justification
Combined, these studies show that e-management always positively
influences organizational performance in different environments. But two
serious gaps appear:
This gap in the literature is filled by this study as it advances both
theoretical and practical discourse: it expands the literature on e-management
to conflict-afflicted and resource-constrained settings and provides
evidence-based principles to the Palestinian Ministry of Education about
improving its performance through institutional means.
Conceptual Framework
Central to this study's conceptual framework is the assumption that
e-management practices are essential determinants of an organization's
performance in institutions of higher learning that are publicly funded. In the
framework of the Palestinian directorates of pedagogy, e-management is the
active use of digital resources and media to improve the management of
administrative activities, the use of resources, and the quality of services.
In this study, e-management is operationalized through five main
dimensions, each representing a core domain of digital administrative practice:
The organizational performance, in its turn, is considered a
multidimensional concept in that the capacity of the institution to reach its
goals most effectively and efficiently. It has seven main dimensions, which
include efficiency, effectiveness, accuracy, reliability, speed, flexibility,
and quality of outputs. These all constitute the operation, service, and
innovation capabilities of the organization.
The model argues that good e-management can lead to greater clarity,
faster operations, increased use of evidence in making decisions, and more
accountability in institutions - all of which foster better organizational
performance.
Two theoretical perspectives underpin this framework:
By combining these two viewpoints, the framework establishes a causal
relationship between institutional outcomes and digital transformation
practices by conceptualizing organizational performance as the dependent
variable and e-management as the independent variable.
Hypotheses
Accordingly, the study is driven by the following hypotheses:
Both the Resource-Based View (RBV) and the Technology Acceptance Model
(TAM) make the theoretical claim that the integration of organizational
resources, human competencies, and E-Systems improves institutional efficacy,
efficiency, and service quality. These hypotheses were developed on the basis
of these assumptions.
Methodology
1. Research Design
This study used a quantitative descriptive-correlational design to
investigate the connection between organizational performance and e-management
in Palestine's educational directorates. While the correlational component
assesses the statistical relationship between the two constructs, the
descriptive component determines the current state of organizational
performance and e-management practices. This method was chosen because it
enables the researcher to identify the direction and strength of relationships between
the study variables without changing them, as well as to describe current
phenomena as they are.
2. Population and Sample
The population under study included administrative staff working in
Palestinian directorates of education in the 2025/2026 academic year.
This population was selected as a basis for a random sample of 182
respondents to ensure that all positions and demographic groups were
represented (directors, supervisors, section heads, and administrative staff).
Table 1
Distribution of the Study Sample According to Demographic Variables
|
Variable |
Category |
Frequency |
Percentage (%) |
|
Gender |
Male |
99 |
54.4 |
|
Female |
83 |
45.6 |
|
|
Academic Qualification |
Diploma or below |
32 |
17.6 |
|
Bachelor’s Degree |
73 |
40.1 |
|
|
Postgraduate Studies |
77 |
42.3 |
|
|
Job Title |
Directorate Director |
1 |
0.5 |
|
School Principal |
15 |
8.2 |
|
|
Section Head |
14 |
7.7 |
|
|
Administrative Employee |
56 |
30.8 |
|
|
Educational Supervisor |
96 |
52.7 |
|
|
Years of Experience |
Less than 5 years |
26 |
14.3 |
|
5–10 years |
23 |
12.6 |
|
|
10–15 years |
122 |
67.0 |
|
|
15 years or more |
11 |
6.0 |
|
|
Total |
182 |
100.0 |
|
The sample's diversity guaranteed that the results represent various
administrative viewpoints within the Palestinian educational framework.
3. Research Instrument
After looking at relevant literature and previous empirical work on
e-management and organizational performance, a structured questionnaire was
created just for this study to collect data.
The questionnaire consisted of two principal sections:
Table 2
Structure of the Research Questionnaire
|
Section |
Variable |
Dimension |
Item Numbers |
Number of Items |
|
I |
E-Management |
Legal and Regulatory Systems |
1–5 |
5 |
|
Financial Component |
6–10 |
5 |
||
|
Technological Component |
11–15 |
5 |
||
|
Human Resources |
16–20 |
5 |
||
|
Community and Environmental Context |
21–25 |
5 |
||
|
Subtotal (E-Management) |
25 |
|||
|
II |
Organizational Performance |
Efficiency |
1–5 |
5 |
|
Effectiveness |
6–10 |
5 |
||
|
Accuracy |
11–15 |
5 |
||
|
Reliability |
16–19 |
4 |
||
|
Speed |
20–24 |
5 |
||
|
Flexibility |
25–29 |
5 |
||
|
Quality of Outputs |
30–34 |
5 |
||
|
Subtotal (Organizational Performance) |
34 |
|||
|
Total Questionnaire Items |
59 Items |
|||
4. Validity and Reliability
Two types of validity were
found:
The reliability was checked with Cronbach's Alpha. All sample size
coefficients were above the recommended value of 0.70, indicating that the
internal consistency was strong.
Table 3
Reliability Coefficients (Cronbach’s Alpha) for the Study Dimensions
|
Dimension |
Number of Items |
Cronbach’s Alpha |
|
E-Management |
30 |
0.925 |
|
Legal and Regulatory Systems |
5 |
0.808 |
|
Financial Component |
5 |
0.900 |
|
Technological Component |
10 |
0.892 |
|
Human Resources |
5 |
0.683 |
|
Community and Environmental Context |
5 |
0.824 |
|
Organizational Performance |
34 |
0.944 |
|
Efficiency |
5 |
0.676 |
|
Effectiveness |
5 |
0.863 |
|
Accuracy |
5 |
0.934 |
|
Reliability |
4 |
0.825 |
|
Speed |
5 |
0.900 |
|
Flexibility |
5 |
0.864 |
|
Quality of Outputs |
5 |
0.908 |
These results show that both scales are very dependable and can be used
for more statistical analysis.
5. Data Collection Procedures
Maximum participation was achieved by issuing the
questionnaires electronically and on paper.
All respondents were told the purpose of the study,
that there would be confidentiality, and all participated voluntarily.
6. Data
Analysis Techniques
The collected data were coded and analyzed using SPSS version 28.
The following statistical techniques were employed:
The level of statistical significance was set at α ≤ 0.05.
7. Ethical Considerations
This was a purely voluntary study that did not contravene the ethical
standards in conducting research, and anonymity was given prior consideration.
Participants identified no items, and no data obtained are used beyond the
study. The data was kept in an inaccessible (safe) location to ensure
confidentiality. In addition, no subjects were coerced to complete the
questionnaires, having ensured they knew the objectives of the research, the
procedure, and could leave at any point, without any reprisal.
Results
4.1 Overview
The statistical findings of the research on the correlation between
e-management and the organizational performance in the Palestinian directorates
of education are introduced in this section.
Descriptive statistics were applied to analyze the level of
implementation of each dimension, and then correlation and regression analyses
were used to evaluate the study hypotheses at a level of α ≤ 0.05.
4.2 Level of E-Management Implementation
Research Question 1: What
is the current level of e-management implementation in the directorates of
education in Palestine across its five dimensions (legal and regulatory
systems, financial, technological, human resources, and community/environmental
context)?
Table 4
Descriptive Statistics for E-Management Dimensions
|
Rank |
E-Management Dimension |
Mean |
SD |
% |
Evaluation |
|
1 |
Legal and Regulatory Systems |
3.75 |
0.44 |
75.0 |
High |
|
2 |
Community and Environmental Context |
3.72 |
0.53 |
74.4 |
High |
|
3 |
Technological Component |
3.63 |
0.48 |
72.6 |
High |
|
4 |
Human Resources |
3.57 |
0.45 |
71.4 |
High |
|
5 |
Financial Component |
3.00 |
0.65 |
60.0 |
Moderate |
|
Overall Mean |
- |
3.53 |
0.37 |
70.6 |
High |
The general mean (M = 3.53, SD = 0.37) of the results shows a high
degree of e-management adoption in the directorates of education in Palestine.
This is with the international findings to the effect that e-management is
tending to take a more prominent role in the sphere of governance (Zouari,
2020; Benamar, 2021). The best quality dimension-rated as legal and regulatory
systems (M = 3.75)-supports the literature asserting that separate digital
policies and governance frameworks are the most crucial enablers of a
successful implementation of e-management (Al-Khazali, 2021; Luo et al., 2021).
An equally high score on both the technological and human resources aspects is
also consistent with the Technology Acceptance Model (TAM), which assumes that
the perception of an employee on the tool being useful and easy to use will
enable him or her to accept and use it (Davis, 1989). This is in line with the
Resource-Based View (RBV) that considers technological infrastructure and human
capital among the core organizational resources that contribute to sustaining
competitive advantage and institutional efficiency (Barney, 1991; Abdallah,
2025). However, the financial aspect that was rated low in average (M = 3.00)
was also found to have the same results by the research in Jordan and Algeria,
where insufficient funding and inferior investments in E-Systems were cited as
hindrances to complete integration of e-management (Al-Azmi, 2019; Benamar,
2021). All these assert that the directorates of education of Palestine are
highly digitally ready and uphold regulatory criteria, yet the extent and
sustained e-management change remain impeded by financial constraints. This
validates the theoretical proposition of contingent performance of an
institution-which is not founded only on the use of a technology but on the
actual effective mobilization of organizational resources.
4.3 Level of Organizational Performance
Research Question 2: What
is the current level of organizational performance in the directorates of
education in Palestine across its seven dimensions (efficiency, effectiveness,
accuracy, reliability, speed, flexibility, and quality of outputs)?
Table 5
Descriptive Statistics for Organizational Performance Dimensions
|
Rank |
Organizational Performance Dimension |
Mean |
SD |
% |
Evaluation |
|
1 |
Reliability |
3.69 |
0.57 |
73.8 |
High |
|
2 |
Effectiveness |
3.67 |
0.55 |
73.4 |
High |
|
3 |
Flexibility |
3.59 |
0.58 |
71.8 |
High |
|
4 |
Efficiency |
3.52 |
0.58 |
70.4 |
Moderate |
|
5 |
Accuracy |
3.46 |
0.58 |
69.2 |
High |
|
6 |
Quality of Outputs |
3.44 |
0.64 |
68.8 |
High |
|
7 |
Speed |
3.36 |
0.65 |
67.2 |
Moderate |
|
Overall Mean |
- |
3.53 |
0.44 |
70.6 |
High |
With an overall high mean score of 3.53, it is clear that there is some
agreement among the directors of education in Palestine about their
organizations performing satisfactorily. Previous studies have established that
digital transformation can bring in reliability and efficiency in
administration (Obeidat, 2018; Naser, 2024), in line with this finding. The
salient features, namely, reliability and effectiveness, show that through
e-management, administrative procedures have become more dependable, and more
people are achieving their goals. This is exactly congruent with Benamar's
(2021) conclusion that E-Systems optimize quality assurance and operational
continuity in schools. Weaker scores in terms of speed and efficiency point to
continued bottlenecks in bureaucracy and infrastructure. This is a situation similarly
reflected in the public-sector study, where digitalization has worked against
quality but not so operational agility (Luo et al., 2021; Hamdan & Al-Qadi,
2024). By theory, the findings support the Technology Acceptance Model (TAM),
where the usefulness of a system is positively perceived by employees as
performance outcomes, and the Resource-Based View (RBV), which states that if
technological and human resources are strategically harnessed, credible
performance can be achieved (Barney, 1991; Abdallah, 2025). The results state
that e-management applications have improved the reliability and achievement of
goals by educational administration in Palestine, although there continue to be
problems concerning structural and resource limitations that place some
limitations on efficiency and speed.
4.4 Relationship Between E-Management and Organizational Performance (p
< 0.01)
Research Question 3 / Hypothesis Testing: Is there a statistically significant relationship
between e-management and organizational performance in the directorates of
education in Palestine?
Table 6
Correlation Coefficients Between E-Management Dimensions and Organizational
Performance
|
E-Management Dimension |
Pearson’s r |
Sig. (p) |
Result |
|
Legal and Regulatory Systems |
0.465** |
0.000 |
Significant |
|
Financial Component |
0.321** |
0.000 |
Significant |
|
Technological Component |
0.466** |
0.000 |
Significant |
|
Human Resources |
0.418** |
0.000 |
Significant |
|
Community and Environmental Context |
0.536** |
0.000 |
Significant |
|
Overall Correlation |
0.592 |
0.000 |
Significant |
Evidence reveals a moderate to high positive correlation between
e-management and organizational performance (r=0.592, p<0.01), whereby
increases in e-management practices led to corresponding improvements in
institutional outcomes. This finding is consistent with international studies
advocating similar positive linkages between digital transformation and
organizational efficacy (Zouari, 2020; Kraus et al., 2024). The significance of
all five e-management dimensions in the prediction of performance lends further
support to the hypothesis and the Technology Acceptance Model (TAM), which
posits that perceived ease of use by people directly translates into the actual
enhanced operation of any digital system (Davis, 1989). The community and
environmental context possess the strongest association (r=0.536), emphasizing
that stakeholder collaboration, social engagement, and environmental
adaptability are essential factors in successful digital transformation,
consistent with the Resource-Based View (RBV), which recognizes relational and
social capital as core firm assets (Barney, 1991; Abdallah, 2025). Such a
pattern was also mirrored by Darwish's (2023) study in Palestinian
telecommunications and Hamdan and Al-Qadi's (2024) study in higher education,
both recognizing stakeholder interaction in the equation of sustainable
performance. As a whole, it means that improving e-management practices in any
of the dimensions-technological, regulatory, or humanly-significantly boosts
organizational efficiency, quality, and responsiveness. Thus, confirming the
theoretical claim that e-management is a strategic asset of institutional
excellence.
4.5 Regression Analysis
To identify the predictive power of each e-management dimension on
organizational performance, a multiple linear regression analysis was
conducted.
Table 7
Multiple Regression Analysis Predicting Organizational Performance from
E-Management Dimensions
|
Predictor (E-Management Dimension) |
β |
t |
Sig. (p) |
|
Legal and Regulatory Systems |
0.214 |
4.32 |
0.000 |
|
Financial Component |
0.133 |
2.67 |
0.008 |
|
Technological Component |
0.205 |
3.94 |
0.000 |
|
Human Resources |
0.176 |
3.58 |
0.001 |
|
Community and Environmental Context |
0.267 |
5.23 |
0.000 |
|
R² = 0.46 F = 30.71 p = 0.000 |
The regression found that the five dimensions of e-management can
explain approximately 46 percent of the variability in organizational
performance. This implies that e-management practices contribute significantly
to the effectiveness of institutions in their operation. The same findings have
been noted in previous studies, which identified e-management as a critical
force behind efficiency and innovation in public organizations (Zouari, 2020;
Benamar, 2021). The effect of community and environmental context (0.267, p
< 0.001) was the strongest, followed by legal and regulatory systems (0.214)
and technological aspect (0.205). These results indicate that organizations
that remain in contact with the surrounding environment, have clear governance
systems, and ensure reliable E-Systems are likely to perform better. These
findings also corroborate the Resource-Based View (Barney, 1991; Abdallah,
2025), according to which both intangible (relationships and governance
structures) and tangible (technology) resources may accumulate a sustained
advantage. Similarly, they echo the Technology Acceptance Model (Davis, 1989),
which demonstrates that E-Systems are perceived as useful and simple to operate
with to improve institutional outcomes. Based on the findings of Hamdan and
Al-Qadi (2024) and Darwish (2023), and other researchers, the evidence in this
area is as follows: positive digital policies, reliable technological
infrastructure, and an effective partnership with external organizations are
three key drivers of success in the Palestinian education sector.
5.1 Conclusion
The current research aimed to find out the relationship between
e-management and performance of organizations in the education directorates in
Palestine with a quantitative descriptive-correlational search. As seen through
a survey conducted among 182 administrative employees, it is evident that
e-management practices and organizational practices levels are high in the
sampled directorates. The findings indicate that the e-change has emerged as a
significant component of the administrative working procedure. This positively
influences the effectiveness, reliability, and quality of the services
delivered.
This analysis revealed that there
was a moderate to strong available correlation between e-management and
organizational performance (r = 0.592, p < 0.01). It is, therefore, expected
that institutions with greater e-management implementation will produce better
performance results. The amalgamation of the five e-management dimensions
effectively explained the business performance of the organizations, where the
business models could explain as much as 46% of the variance, highlighting the
high predictability degree of the five e-management dimensions. The most
influential predictor was the community and environmental context, then law and
regulatory systems and technology components. As it was observed, the
enhancement of performance is possible through different words and not just
through internal systems.
These results support, in theory,
the propositions of both the Resource-Based View (RBV) and the Technology
Acceptance Model (TAM) framework. According to the TAM, the perceived
usefulness and ease of use of computer tools were one of the determinants of
the success in employee job performance. As posited under RBV, e-management was
an established strategic organizational capability that utilized technological,
human, and relationship resources to enable the success of the institution. As
can be concluded in general, the development of effective e-management promotes
the transparency of operations, the quality of decisions from the e-management,
and the sense of accountability by an institution. As a result, it forms the
cornerstone of organizational excellence in the process of managing the
educational institutions in Palestine.
5.2 Recommendations
Based on the findings and analysis, the following recommendations are
proposed for policymakers, administrators, and future researchers:
1. Strengthen Digital Governance and Policy Frameworks
2. Increase Financial Investment in Digital Infrastructure
3. Build Human Capacity and Digital Competence
4. Enhance Community and Stakeholder Engagement
5. Improve Operational Efficiency
6. Encourage Research and Continuous Evaluation
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