Abstract
This study investigates the mechanisms that foster data-driven digital leadership in underprivileged rural schools in Sabah, Malaysia, focusing on the role of the DELIMa 2.0 platform. It specifically examines the mediating effect of Training Development on the relationship between user perceptions of the platform (Perceived Usability and Perceived Ease of Use) and the ultimate outcome of Digital Competency. Utilizing a quantitative research design, data were collected from 225 school leaders actively using the platform. The relationships were analyzed using Structural Equation Modeling (SEM) with SMART-PLS Version 4, based on the Technology Acceptance Model (TAM). The findings reveal a clear and powerful pathway to developing digital leadership. Training Development was found to be the most significant direct predictor of Digital Competency and also functions as a crucial mediator. While Perceived Ease of Use was a strong, significant predictor of engagement in Training Development, Perceived Usability was not statistically significant. This suggests that for school leaders in under-resourced settings, a platform's intuitive design is a critical gateway that encourages participation in professional learning, whereas its utility is often assumed. The study concludes that fostering digital leadership in such contexts is not an organic outcome of technology provision but requires a structured process as an accessible platform encourages leaders to engage in formal training, which in turn builds the strategic digital competencies required for data-driven decision-making. It is recommended that policymakers and educational leaders prioritize a dual strategy as deploying user-friendly digital systems while concurrently investing in robust, structured training programs. This approach is essential to bridge the digital divide and transform platform analytics into effective school leadership.