P125 Digital Leadership Strategies of School Principals in Addressing the Gap in Teachers' Technology Adoption in Junior High Schools

Abstract

Digital transformation in education—particularly in schools—demands adaptive leadership from principals; however, disparities in technology adoption and adaptation among teachers remain a major challenge and obstacle to effective education delivery. This study aims to analyze the digital leadership strategies implemented by the principal of SMPN 3 Parenggean to address the gap in teachers' technology adaptation. The research employs a qualitative approach with a case study design. Data were collected through in-depth interviews with the principal, vice-principals, and teachers, as well as through participant observation and document analysis. Data validity was verified via source and technique triangulation, while data analysis utilized the interactive model developed by Miles, Huberman, and Saldana, comprising data reduction, data display, and conclusion drawing. The findings indicate that the principal employs a strategic approach involving four key strategies: first, establishing a digital vision to alleviate teachers' stress and anxiety regarding technology; second, initiating a peer-mentoring system pairing proficient teachers with senior teachers; third, implementing phased upskilling based on a Training Needs Analysis (TNA); and fourth, instituting digital-based administrative policies. Viewed through the lens of the Technology Acceptance Model (TAM), these strategies proved effective in enhancing teachers' perceptions of the utility and ease of use of the technology. Digital leadership that combines structured competency development with collaborative mentoring can significantly accelerate teachers' technology adaptation and minimize the digital divide within the school.