Deconstructing Transformational Leadership Anomalies and Integrating Sasak Local Wisdom in Realizing Sustainable School Performance

Abstract

Background: Transformational leadership styles and digital innovations are widely conceptualized as linear, positive predictors of institutional efficiency. However, the unidirectional enforcement of a change vision frequently bypasses the boundaries of an organization's structural capacity. Objective: This study aims to deconstruct the structural relationships between Transformational School Leadership (TSL), Digital Innovation Capability (DIC), and Indigenous Culture Approach (ICA) toward Sustainable School Performance (SSP), positioning Teacher Development (TD), School Management (SM), and School Culture (SC) as mediating variables. Methods: The research design employs a quantitative causal approach utilizing variance-based Structural Equation Modeling (PLS-SEM). Data were collected using standardized questionnaires from an institutional saturation sample of 370 respondents across West Nusa Tenggara Province. Results: The structural model successfully demonstrates superior predictive capacity (R2 = 0.712). The testing results reveal a unexpected negative relationship: TSL exerts a significant direct yet negative impact on SSP β = -0.800; t = -2.066). Conversely, specific indirect pathways confirm that TD fails to bridge the contributions of TSL (Z = 1.440) and DIC (Z = 1.775) toward sustainable performance. In stark contrast, the indigenous governance mechanism of the Sasak tribe, codified through the philosophical trilogy of "Tioq, Tata, Tunaq," establishes significant mediation effect via the formal School Management corridor (Z = 5.989). Conclusion: This study concludes that radical, top-down transformations risk triggering daily operational disruptions. Long-term school resilience absolutely requires a structural safety valve in the form of robust bureaucratic management governance alongside organizational compliance aligned with local cultural identity.