The evolution of educational technology requires primary school leaders to navigate digital transformation, yet mainstream digital leadership frameworks often overlook the realities of under-resourced schools. This study investigates the operationalization of Smart School Leadership (SSL) within a resource-constrained primary school setting, examining how school administrators adapt leadership practices amid material and structural limitations. Employing a qualitative single-case study design, data were collected through semi-structured interviews, direct field observations, and institutional artifact analysis involving eight participants, including the school principal, instructional teachers, and administrative personnel at SD Negeri 1 Simbune, Indonesia. Data were analyzed using interactive qualitative condensation, thematic displays, and continuous verification. The findings reveal that SSL implementation operates through an adaptive, staged transition rather than a sudden digital overhaul. Leadership practices are strategically prioritized toward core administrative workflows, compliance database management, and basic data-driven decision-making to address foundational early-grade literacy and numeracy needs. Furthermore, internal social capital and informal distributed leadership structures, specifically peer-assisted mentoring led by tech-savvy junior educators, serve as critical compensatory mechanisms to bridge faculty digital literacy divides. However, persistent structural friction, including hardware scarcity, unstable internet connectivity, pedagogical inertia, and non-systemic external training programs, places a clear ceiling on advancing to fully integrated digital pedagogy. This study implies that policymakers must move beyond uniform technology mandates toward equity-focused infrastructure allocation and continuous, school-based professional development tailored to rural primary school contexts.
Aurel Isma Wardani, Aspin Aspin, Abubakar Abubakar et al.· Journal of Society Innovatio...· 0 citations
The imperative for digital transformation within primary education has highlighted the strategic role of educational leadership in driving technological integration and cultivating student competencies. However, empirical understanding of how technology-focused principal management directly fosters foundational digital literacy among elementary students in resource-constrained contexts remains limited. This study examined the operationalization of technology-based principal leadership management and evaluated its direct role in strengthening student digital literacy at SDN Lalosabila. Utilizing a qualitative single-case study design, empirical data were gathered through semi-structured interviews, non-participant classroom observations, and institutional document analysis involving the school principal, instructional staff, and elementary students. Data was processed iteratively using thematic analysis coupled with method and source triangulation to ensure analytical rigor. The findings demonstrate that technology-driven principal leadership operates across five core operational dimensions: strategic planning, pedagogical oversight through e-supervision, administrative evaluation, human capital development, and culture creation. Furthermore, principal-led initiatives catalyzed a transition from passive technology consumption to active engagement, enhancing student digital literacy across technical, cognitive, and ethical domains. Nevertheless, systemic barriers, including internet bandwidth fluctuations and device shortages, continue to constrain optimal implementation. This study concludes that transformational, adaptive digital leadership is essential for bridging digital divides in primary education. Practically, the results offer actionable frameworks for educational administrators seeking to optimize digital infrastructure, design continuous teacher mentoring programs, and build resilient, ethically grounded digital learning cultures in emerging educational environments.
Annisa Ilmeira Queen, Aspin Aspin, Ishak Bagea et al.· Journal of Society Innovatio...· 0 citations
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