Aug 2026· Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan· Vol 11, pp. 366-375· 0 citations
TL;DR
The findings reveal that both schools implement transformational digital leadership through establishing a digital vision, enhancing teacher competencies, providing technological infrastructure, and strengthening digital ethics.
Abstract
Digital transformation in education requires school principals to integrate technology into learning processes and school management. This study aims to analyze principals' digital leadership patterns in supporting Coding and Artificial Intelligence learning at SMP Islam Al Azhar 26 Yogyakarta and SMP Islam Al Azhar 66 Bantul. This research employed a descriptive qualitative approach and the data were collected through interviews, observations, and documentation for data collection. The participants consisted of principals, vice principals for curriculum, and teachers. The findings reveal that both schools implement transformational digital leadership through establishing a digital vision, enhancing teacher competencies, providing technological infrastructure, and strengthening digital ethics. Similarities were found in the integration of CAI learning, teacher professional development, and technological support systems. Differences were identified in length of the program, implementation strategies, and human resource management. This study highlights the crucial role of digital leadership in supporting the successful implementation of coding and artificial intelligence learning in schools.
High-quality administrative services are essential for effective vocational education governance, yet the specific role of principal leadership in shaping these services remains underexplored in Indonesian vocational school research. This study examined the application of school principal leadership principles in improving the quality of vocational education administrative services at SMKN 1 Sungai Tabuk, South Kalimantan. A qualitative descriptive design was employed, with data collected through in-depth interviews with six purposively selected participants, non-participatory observation, and document analysis. Data were analyzed using Miles et al.'s interactive model, encompassing data condensation, display, and conclusion drawing, with trustworthiness established through source and methodological triangulation and member checks. Findings revealed that the principal's transformational leadership manifested through four interconnected dimensions: the development of a digital internship monitoring system (SIPKL), the reinforcement of industry partnerships encompassing curriculum synchronization and competency certification, the integration of Problem Based Learning and Project Based Learning across all vocational programs, and the phased advancement of Teaching Factory implementation. Notably, Teaching Factory remained operational in only one of four programs, and competency certification progress varied substantially across programs, reflecting uneven institutional reform trajectories. These findings extend transformational leadership theory to vocational administrative governance and demonstrate that principal leadership functions as an active architect of institutional capability, not merely a contextual facilitator. Practical implications are discussed for principal preparation programs and vocational education policy in Indonesia.
Amalia Oktavia, Muhammad Arief Prasetya, Dian Purnama et al.· Journal of Innovation and Re...· 0 citations
The findings indicate that transformational leadership was implemented through idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, and had a positive impact on teacher performance, particularly in the use of learning technology and innovation in teaching methods.
Abubakar, Ezin Adistya· Digital Pedagogy in Primary...· 0 citations
Objective: To analyze the role of transformational leadership in accelerating the digital transformation of technology-based school management in vocational high schools and to explore leadership strategies employed by school principals in supporting sustainable digital innovation. Method: A qualitative approach with a multi-case study design was employed at Mitra Sehat Mandiri Vocational High School Sidoarjo and Vocational High School 1 Sidoarjo. Data were collected through in-depth interviews, observations, and document analysis involving principals, vice principals, teachers, administrative staff, and school operators. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while credibility was ensured through triangulation, member checking, and prolonged engagement. Result: The findings indicate that both schools have successfully integrated digital technologies into learning, administration, communication, and decision-making processes. Transformational leadership emerged as a key factor in establishing a digital vision, identifying the potential of educators and educational staff, facilitating professional development, and supporting organizational adaptation to technological change. Continuous principal support through infrastructure provision, training, mentoring, and evaluation significantly improved digital readiness and institutional effectiveness. Furthermore, the study identified two complementary pathways of digital transformation, namely system-driven and culture-driven approaches, which collectively contribute to sustainable organizational change. Novelty: To develop of a conceptual model of technology-based school management transformation that integrates transformational leadership, organizational culture, human resource readiness, and technological infrastructure as toward SDGs 4. The findings suggest that sustainable digital innovation in vocational education requires a balanced integration of system-oriented and culture-oriented transformation strategies.
Yohanes Eko Prasetyo Prasetyo, Yatim Riyanto, Nunuk Hariyati· Journal of Current Studies i...· 0 citations
The rapid development of Artificial Intelligence (AI) has reshaped education and intensified the need for effective digital leadership. This study examines the relationships among digital leadership, AI utilisation, and innovative and humanistic educational transformation, with particular attention to the moderating role of AI. The study was conducted at a private higher education institution in Bandar Lampung, Indonesia. Using a sequential explanatory mixed-methods design, quantitative data were collected from 150 students drawn from a population of 200 through a five-point Likert-scale questionnaire and analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The qualitative phase involved semi-structured interviews with 10 purposively selected students from different study programs to explain the quantitative findings. The results show that digital leadership is positively related to AI utilisation (β = 0.570) and to innovative and humanistic educational transformation (β = 0.326). AI utilisation is also positively related to educational transformation (β = 0.333). In addition, the interaction between digital leadership and AI utilisation shows a small positive moderating effect (β = 0.085), suggesting that AI may modestly strengthen the contribution of digital leadership to educational transformation. Qualitative findings indicate that digital leadership supports institutional adaptation to technological change, while AI can improve learning effectiveness, administrative efficiency, and personalised learning when used ethically and purposefully. The study concludes that innovative and humanistic educational transformation requires strong digital leadership, responsible AI integration, and careful alignment between technological innovation and humanistic educational values.
Komang Sutawan· Journal of Educational Manag...· 0 citations
Purpose: This study aims to analyze how principal leadership contributes to the development of an adaptive educational management culture in elementary schools, particularly in responding to policy changes, learning needs, and the dynamics of school governance. Methods: This study employed a qualitative case study design involving three elementary schools: SD Negeri 2 Baubau, SD Negeri 2 Palatiga, and SD Negeri Palatiga. This study employed a qualitative case study design involving three elementary schools. Fifteen informants, consisting of three principals, nine teachers, and three educational staff members, were selected purposively. Data were collected through in-depth interviews, observation, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing/verification. Findings: The findings reveal that adaptive educational management culture is developed through five interconnected mechanisms: translating the school vision into daily work practices, strengthening participatory communication, involving teachers in decision-making and program implementation, promoting context-based program flexibility, and using reflective evaluation as a space for organizational learning. Research Implications: The study implies that principals need to strengthen collaborative governance, reflective supervision, teacher participation, and context-sensitive decision-making to build schools that are more responsive to institutional and pedagogical change. Originality: This study offers a contextual model of adaptive educational management culture by positioning principal leadership as a cultural and relational practice rather than merely an administrative function. lies in the placement of the principal's leadership as a cultural practice that constructs an adaptive management culture through social relations and organizational learning, not just an administrative function.
Agusalim, Isaac John Ibanga, Maria Ulfa et al.· Jurnal Pendidikan Terapan· 0 citations
This study examines the implementation of transformational leadership of school principals in encouraging vocational education innovation and industrial partnerships at SMK Batik 1 Surakarta, focusing on the alignment between leadership strategies and learning practices in schools. The research methods used were qualitative, including semi-structured interviews, classroom observations, and document analysis, with data collected from principals, teachers, and administrative staff. The findings show that principals apply transformational leadership principles to encourage educational innovation and build industry partnerships, but there are challenges in their implementation, including resource limitations, resistance to change, and traditional academic culture pressures. These barriers reduce the effectiveness of leadership strategies in achieving innovative, industry-oriented learning. The results of the study emphasized the need for capacity building through continuous professional training, strengthening transformational leadership literacy, and developing practical strategies that are appropriate to the context of vocational schools. The use of technology and the digitalization of administration are also important steps to focus school principals on pedagogical development and partnerships. In line with the goals of vocational education in Indonesia, this effort is expected to increase learning innovation, students' work skills, and productive relationships with the industrial world. This research provides practical insights for policymakers, principals, and educators in improving the effectiveness of transformational leadership for adaptive and innovative vocational education
Unknown authors· Abjadia : International Jour...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
