Empowering Teachers in the Digital Age: Leadership Strategies for Enhancing Pedagogic Competencies in High Schools

Mushadi Mushadi; Nasir Usman; Bahrun Bahrun

doi:10.60084/jeml.v3i1.254

Authors

Mushadi Mushadi Master of Educational Administration Study Program, The Gradute School, Universitas Syiah Kuala, Banda Aceh 23111, Indonesia
Nasir Usman Master of Educational Administration Study Program, The Gradute School, Universitas Syiah Kuala, Banda Aceh 23111, Indonesia
Bahrun Bahrun Master of Educational Administration Study Program, The Gradute School, Universitas Syiah Kuala, Banda Aceh 23111, Indonesia

DOI:

https://doi.org/10.60084/jeml.v3i1.254

Keywords:

Digital pedagogy, School leadership, Teacher competencies, Professional development, Digital integration, Qualitative research

Abstract

This study examines the strategies employed by school principals to enhance the digital pedagogic competencies of teachers in three public high schools in Kluet Utara, Aceh, Indonesia. With the growing demand for digital integration in education, effective leadership is critical in preparing teachers to utilize digital tools in classroom settings. Using a qualitative descriptive approach, data were collected over a two-month period through semi-structured interviews, direct observations, and document analysis. The findings revealed three main themes: (1) Professional Development Initiatives, (2) Infrastructure and Resource Allocation, and (3) Collaborative Practices. Professional development programs, such as workshops and training sessions, played a crucial role in developing foundational digital skills. Infrastructure investments in internet connectivity and digital resources facilitated digital integration, though resource limitations in some schools posed challenges. Collaborative practices, including peer mentoring and team-based problem solving, played a crucial role in fostering a supportive environment for digital teaching. However, teachers faced challenges related to varying levels of digital proficiency, time constraints, and limited resources. This study highlights the importance of a comprehensive, leadership-driven approach to developing digital competencies among teachers, suggesting that a combination of continuous professional development, adequate resources, and collaborative support can significantly enhance digital integration in schools. These findings underscore the necessity for educational leaders to adopt a comprehensive, multifaceted approach to building digital competencies among teachers. By strategically integrating continuous professional development, adequate infrastructure, and collaborative frameworks, school leaders can significantly accelerate digital transformation efforts. For policymakers, this research underscores the crucial importance of aligning educational policies with resource allocation and leadership training to facilitate systemic digital integration. In an increasingly digitalized educational landscape, such leadership-driven strategies are indispensable for achieving equitable and effective teaching outcomes on a broader scale.

Downloads

Download data is not yet available.

References

Selwyn, N., Hillman, T., Eynon, R., Ferreira, G., Knox, J., Macgilchrist, F., and Sancho-Gil, J. M. (2020). What’s next for Ed-Tech? Critical Hopes and Concerns for the 2020s, Learning, Media and Technology, Vol. 45, No. 1, 1–6. doi:10.1080/17439884.2020.1694945.
Falloon, G. (2020). From Digital Literacy to Digital Competence: The Teacher Digital Competency (TDC) Framework, Educational Technology Research and Development, Vol. 68, No. 5, 2449–2472. doi:10.1007/s11423-020-09767-4.
Alenezi, M. (2023). Digital Learning and Digital Institution in Higher Education, Education Sciences, Vol. 13, No. 1, 88. doi:10.3390/educsci13010088.
McCarthy, A. M., Maor, D., McConney, A., and Cavanaugh, C. (2023). Digital Transformation in Education: Critical Components for Leaders of System Change, Social Sciences & Humanities Open, Vol. 8, No. 1, 100479. doi:10.1016/j.ssaho.2023.100479.
Tondeur, J., Scherer, R., Siddiq, F., and Baran, E. (2020). Enhancing Pre-Service Teachers’ Technological Pedagogical Content Knowledge (TPACK): A Mixed-Method Study, Educational Technology Research and Development, Vol. 68, No. 1, 319–343. doi:10.1007/s11423-019-09692-1.
Montgomery, M. L. (2020). Education Vision in the 21st Century: A Quantitative Study of the Effect of Superintendent Vision on Digital Learning, Kent State University.
Adi Badiozaman, I. F., Leong, H. J., and Wong, W. (2022). Embracing Educational Disruption: A Case Study in Making the Shift to a Remote Learning Environment, Journal of Applied Research in Higher Education, Vol. 14, No. 1, 1–15. doi:10.1108/JARHE-08-2020-0256.
Karakose, T., Polat, H., and Papadakis, S. (2021). Examining Teachers’ Perspectives on School Principals’ Digital Leadership Roles and Technology Capabilities during the COVID-19 Pandemic, Sustainability, Vol. 13, No. 23, 13448. doi:10.3390/su132313448.
Tołwińska, B. (2021). The Role of Principals in Learning Schools to Support Teachers’ Use of Digital Technologies, Technology, Knowledge and Learning, Vol. 26, No. 4, 917–930. doi:10.1007/s10758-021-09496-4.
Li, M. (2024). Exploring the Digital Divide in Primary Education: A Comparative Study of Urban and Rural Mathematics Teachers’ TPACK and Attitudes towards Technology Integration in Post-Pandemic China, Education and Information Technologies. doi:10.1007/s10639-024-12890-x.
Suharman, S. (2024). Enhancing Pedagogical Competence : Evaluating Islamic Religious Education Practices in West Aceh, AL-ISHLAH: Jurnal Pendidikan, Vol. 16, No. 3, 3423–3436. doi:10.35445/alishlah.v16i3.5365.
Johnson, O., Begg, K., Kelly, A. H., and Sevdalis, N. (2021). Interventions to Strengthen the Leadership Capabilities of Health Professionals in Sub-Saharan Africa: A Scoping Review, Health Policy and Planning, Vol. 36, No. 1, 117–133. doi:10.1093/heapol/czaa078.
Rizk, J., and Davies, S. (2021). Can Digital Technology Bridge the Classroom Engagement Gap? Findings from a Qualitative Study of K-8 Classrooms in 10 Ontario School Boards, Social Sciences, Vol. 10, No. 1, 12. doi:10.3390/socsci10010012.
Reddy, K. S., and Babu, N. S. (2024). Navigating the Digital Divide: Assessing Faculty ICT Skills and Challenges in Shaping the Future of Higher Education in India, Brazilian Journal of Development, Vol. 10, No. 1, 355–378. doi:10.34117/bjdv10n1-023.
Rahiem, M. D. H. (2020). Technological Barriers and Challenges in the Use of ICT during the COVID-19 Emergency Remote Learning, Universal Journal of Educational Research, Vol. 8, No. 11B, 6124–6133. doi:10.13189/ujer.2020.082248.
Allen, S. J. (2020). On the Cutting Edge or the Chopping Block? Fostering a Digital Mindset and Tech Literacy in Business Management Education, Journal of Management Education, Vol. 44, No. 3, 362–393. doi:10.1177/1052562920903077.
Jameson, J., Rumyantseva, N., Cai, M., Markowski, M., Essex, R., and McNay, I. (2022). A Systematic Review and Framework for Digital Leadership Research Maturity in Higher Education, Computers and Education Open, Vol. 3, 100115. doi:10.1016/j.caeo.2022.100115.
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., and García-Martínez, I. (2022). Digital Competences for Teacher Professional Development. Systematic Review, European Journal of Teacher Education, Vol. 45, No. 4, 513–531. doi:10.1080/02619768.2020.1827389.
Zabalawi, I., Kordahji, H., and Aftimos, S. (2024). Digital Transformation in Universities: Strategic Framework, Implementation Tools, and Leadership, Higher Education in the Arab World, Springer Nature Switzerland, Cham, 145–210. doi:10.1007/978-3-031-70779-7_8.
Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., and Zubairi, A. (2022). Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A Systematic Review, Computers and Education Open, Vol. 3, 100080. doi:10.1016/j.caeo.2022.100080.
Hustad, E., and Olsen, D. H. (2021). Creating a Sustainable Digital Infrastructure: The Role of Service-Oriented Architecture, Procedia Computer Science, Vol. 181, 597–604. doi:10.1016/j.procs.2021.01.210.
Hargreaves, A., and Fullan, M. (2018). High-Trust to Teachers’ Job in Finland after 1970s, Studia Z Teorii Wychowania, Vol. 3, No. 24.
Hartman, R. J., Townsend, M. B., and Jackson, M. (2019). Educators’ Perceptions of Technology Integration into the Classroom: A Descriptive Case Study, Journal of Research in Innovative Teaching & Learning, Vol. 12, No. 3, 236–249. doi:10.1108/JRIT-03-2019-0044.
Owusu-Agyeman, Y. (2021). Transformational Leadership and Innovation in Higher Education: A Participative Process Approach, International Journal of Leadership in Education, Vol. 24, No. 5, 694–716. doi:10.1080/13603124.2019.1623919.