This study examines the effects of transformational leadership, teacher self-efficacy, organizational climate, and resource allocation on pedagogical competence and learning quality among kindergarten teachers, with digital literacy as a moderate variable. Grounded in Social Cognitive Theory, the study employed a quantitative causal-explanatory design involving 268 kindergarten teachers from six sub-districts in Mataram City, West Nusa Tenggara, Indonesia. Data was collected using structured questionnaires and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed that transformational leadership, teacher self-efficacy, organizational climate, and resource allocation significantly enhanced pedagogical competence. However, only organizational climate and pedagogical competence had significant direct effects on learning quality, whereas transformational leadership, teacher self-efficacy, and resource allocation showed no direct effects. Pedagogical competence significantly mediated the relationships between leadership, self-efficacy, resource allocation, and learning quality, while digital literacy did not significantly moderate the relationship between pedagogical competence and learning quality. These findings highlight the central role of pedagogical competence in translating individual and organizational factors into improved learning quality and underscore the importance of strengthening school ecosystems to enhance early childhood education.
Baik Nilawati Astini, B. Wiyono, Maisyaroh Maisyaroh et al.· AMPLITUDO : Journal of Scien...· 0 citations
Digital transformation has become a strategic priority in education, yet existing research predominantly emphasizes technology adoption, digital readiness, and maturity, providing limited explanation of how schools institutionalize digital practices and develop sustainable digital cultures. This study addresses this gap by developing an empirically grounded three-phase framework that conceptualizes digital transformation as an evolving institutional process rather than a linear technology adoption trajectory. Employing a qualitative case study design, the study investigated digital transformation at SMPN 7 Mataram, Indonesia, using in-depth interviews with 24 participants, including school leaders, teachers, and IT coordinators, complemented by document analysis of policy frameworks and implementation reports from 2019 to 2024. Data were analyzed using thematic analysis, constant comparison, and chronological mapping to identify patterns across organizational practices. Findings reveal three interconnected phases: momentum creation, structural integration, and cultural actualization. Momentum creation was triggered by external pressures, particularly the COVID-19 pandemic, accelerating ICT adoption. Structural integration involved institutionalizing digital practices through integrated school portals, curriculum integration, and digitally supported administrative processes. Cultural actualization emerged when digital technology became embedded in organizational routines and students shifted from passive consumers to active digital creators. Transformation was facilitated by leadership commitment, peer-mentoring networks, professional development, and community partnerships, but constrained by digital literacy disparities, infrastructure limitations, resource constraints, and resistance to change. The study contributes theoretically by extending digital transformation scholarship toward an organization and culture-centered perspective. Practically, the framework provides policymakers and school leaders with a strategic reference for strengthening institutional capacity, infrastructure, governance, and sustainable digital culture.
M. C. Anam, Ali Imron, Maisyaroh Maisyaroh et al.· AMPLITUDO : Journal of Scien...· 0 citations
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