Digital Leadership for Educational Transformation: Experiences of Madrasah Principals
DOI:
https://doi.org/10.71392/jrem.v5i1.128Keywords:
Digital Leadership, Educational Transformation, Educational LeadershipAbstract
This study aims to explore the experiences of madrasah principals in implementing digital leadership as an effort to transform education in madrasas. The approach used was qualitative with a phenomenological design to understand the meaning of digital leadership experiences in the context of institutional change. Data were collected through in-depth interviews, observations, and documentation studies, then analyzed using Interpretative Phenomenological Analysis (IPA). The results of the study show three main findings. First, digital transformation begins with the development of a digital vision that serves as the foundation for institutional change. Second, the implementation of digital leadership is carried out through empowering human resources and strengthening collaboration between stakeholders. Third, digital transformation faces various challenges such as limited infrastructure, unequal digital competencies, resistance to change, and budget constraints, but these are overcome through adaptive and gradual strategies. This study concludes that digital leadership in madrasas is a strategic leadership process that integrates vision, empowerment, collaboration, and adaptation in facing digital change. The contribution of this study lies in enriching the study of digital leadership in the context of Islamic education and providing practical implications for the development of digital transformation strategies in madrasas.
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