Jul 2026· Digital Pedagogy in Primary Education Journal· Vol 1, pp. 88-96· 0 citations
TL;DR
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.
Abstract
This study aims to analyze the implementation of transformational leadership by school principals in improving elementary school teachers’ performance in the digital era through a case study at SDN 2 Watopute. This study was motivated by the demands of educational digitalization, which require teachers to possess adequate pedagogical and technological competencies, while various challenges are still encountered in practice. This study employed a descriptive qualitative approach. The research subjects consisted of the principal, teachers, and educational staff selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. Data validity was ensured through source and method triangulation. The findings indicate that transformational leadership was implemented through idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The principal promoted teachers’ digital competencies through training, academic supervision, and the development of a collaborative and innovative work culture. Supporting factors included the principal’s commitment, technological facilities, and organizational support, while inhibiting factors included limited digital literacy and resistance to change. Transformational leadership had a positive impact on teacher performance, particularly in the use of learning technology and innovation in teaching methods.
Keywords: transformational leadership, school principal, teacher performance, digital era, elementary school
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
This study aims to examine how transformational leadership is implemented by the head of madrasah to improve teacher performance in the digital era at Madrasah. Digital transformation has reshaped governance, learning practices, and teacher professionalism, requiring leaders to manage technological and cultural change. In madrasah contexts, this issue is important because digital adaptation must align with institutional values, limited resources, and teacher readiness. This research employed a qualitative single-case study design. Data were collected through in-depth interviews, participant observation, and document analysis, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show, first, that teacher performance was strengthened through mentoring, supervision, motivation, and evaluation. Second, transformational leadership appeared through idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Third, implementation was supported by leadership commitment, collaborative culture, stakeholder support, parental participation, and technology use. However, it was constrained by competence gaps, infrastructure, communication problems, resistance, and unequal readiness. These findings imply that transformational leadership functions as an adaptive mechanism for teacher development. Practically, madrasah leaders should design collaborative and differentiated professional development strategies.
Zahwa Rifqotul Maula, L. Putri· Journal of Educational Manag...· 0 citations
Transformational leadership has become an essential approach for strengthening human resource capacity and improving school performance. However, qualitative evidence explaining how transformational leadership fosters the competency development of teachers and educational staff within Islamic senior secondary schools (madrasahs) remains limited. This study aimed to analyze the role of the principal’s transformational leadership in promoting competency development and improving school performance at MA Miftahul Falah, Bandung City. A qualitative case study design was employed, involving the principal, vice principals, teachers, educational staff, and other relevant stakeholders selected through purposive sampling. Data were collected through in-depth interviews, non-participant observations, and document analysis, and analyzed using the interactive model of data reduction, data display, and conclusion drawing supported by source and method triangulation. The findings indicate that transformational leadership is implemented through shared vision, inspirational motivation, open communication, empowerment, and support for continuous professional development, contributing to enhanced instructional quality, administrative effectiveness, and organizational performance. The study further reveals that religious values, a family-oriented organizational culture, and the intrinsic motivation of teachers and educational staff reinforce the effectiveness of transformational leadership. These findings contribute to educational leadership literature by proposing a context-sensitive perspective that integrates transformational leadership, competency development, and organizational culture to achieve sustainable school performance in madrasahs.
Teguh Budianto, Dicky Maryono· International Journal of Soc...· 0 citations
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
A positive work environment is an essential factor in improving teacher professionalism and learning quality in elementary schools. However, differences in teacher readiness, adaptability, and professional commitment remain challenges for school leaders in creating a supportive organizational climate. This study aims to examine the role of the principal in fostering a positive work environment for teachers at SDN Palasah 1, Majalengka Regency, based on Hersey and Blanchard’s situational leadership model, as well as to identify leadership challenges and the efforts implemented to address them. This research employed a qualitative approach with a descriptive-analytical design. Data were collected through in-depth interviews with the principal, teachers, and supporting informants selected through purposive sampling. Data validity was ensured through source, methodological, and theoretical triangulation. The results indicate that the principal applied flexible leadership strategies through directing, guiding, participating, and delegating styles according to teachers’ levels of professional readiness. Academic supervision, open communication, collaborative decision-making, and peer mentoring programs contributed to strengthening teacher motivation and professional development. The main challenges included differences in teacher competencies, technological adaptation, and varying responses to organizational change. The principal addressed these challenges through continuous support, individualized guidance, and collaborative learning practices. This study concludes that adaptive instructional leadership plays a significant role in establishing a harmonious, productive, and sustainable teacher work environment.
Helsa Liski, Siti Khumayah· Journal of Comprehensive Sci...· 0 citations
The leadership role of school principals holds a central position in the governance of Early Childhood Education (PAUD), especially in micro-scale education units in 3T areas which are marked by a record of limited resources. This study comprehensively examines how the actualization and articulation of the transformational leadership style of school principals is able to optimize the performance of educators at Kindergarten YPK Lahai Roi Mefkajim, Framu Village, Ayamaru District, Maybrat Regency, Southwest Papua Province. This research uses a qualitative approach with a descriptive case study framework. The data collection technique combines in-depth interviews, participatory observations, and documentation studies by involving school principals, teachers, and the foundation as key informants. Furthermore, the data analysis process adopts the interactive model of Miles, Huberman, and Saldaña (data reduction, data presentation, and verification/conclusion drawn), while the credibility of the data is verified through source triangulation, triangulation techniques, and member checking
Grace Lani P A Kambu, Fedianty Augustinah, Eny Haryati· Indonesian Journal of Contem...· 0 citations