Transformational Leadership of School Principals in Enhancing Teachers’ ICT Competence in Primary Schools of Banjarharjo, Brebes

Abstract

This study examines the application of transformational leadership by headteachers in improving teachers’ ability to use information and communication technology (ICT) in two public primary schools in Banjarharjo District, Brebes Regency. A qualitative descriptive design was employed using a structured checklist completed by 16 teachers and in-depth interviews with two headteachers, four subject teachers, four school committee members, and ten pupils. The results indicate that transformational leadership behaviour was perceived at a high level, with a mean score of 81.3%. Idealised influence achieved the highest score at 93.8%, whereas intellectual stimulation was the lowest at 68.8%. Teachers’ ability to use ICT was moderate, averaging 59.4%, with digital device operation as the strongest indicator (75.0%) and participation in continuing ICT training as the weakest (43.8%). These findings suggest that transformational leadership encourages teachers’ readiness to adopt technology, but requires structured mentoring, peer learning communities, and sustained ICT training.