Managing Digital Literacy Integration to Develop Teacher Competence and Support Instructional Quality in Primary Schools: A Qualitative Multiple-Case Study

Abstract

Technology integration in schools depends on more than device availability. It also requires coherent planning, role allocation, teacher support, monitoring, and follow-up. This study examined the management of digital literacy integration and its relationship with teacher competence and instructional quality in two public primary schools in West Jakarta, Indonesia. A qualitative multiple-case study was conducted at SDN Kapuk 11 Pagi and SDN Kapuk 08 Petang. Data were collected through interviews, observations, and document review involving school leaders, teachers, education staff, students, and parents. Analysis proceeded in two stages: within-case analysis and cross-case comparison. Themes were organized around planning, organizing, implementation, monitoring, and follow-up. Source and method triangulation supported the credibility of the findings. SDN Kapuk 11 Pagi applied a more systematic management cycle by mapping readiness, establishing a team, developing a teacher learning community, using more varied media, and conducting structured monitoring and mentoring. SDN Kapuk 08 Petang had begun digital integration, but its practices were simpler, more informal, and constrained by devices, training, and technical support. Across both schools, digitally supported practices accompanied by collegial support were associated with greater teacher confidence, more varied instruction, and more visible student participation. The study did not measure causal effects or statistically test improvements in learning outcomes. The findings suggest that developing teacher competence requires alignment among leadership, professional learning, infrastructure, and continuous evaluation