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All Journal KOLOKIUM: Jurnal Pendidikan Luar Sekolah Jurnal Riset sosial humaniora, dan Pendidikan (Soshumdik)
Anisa Isti Yuslimah
Vienna Root Scientia
Education Social Sciences

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Bridging Generational Gaps in Teachers’ Digital Literacy: A Systematic Review on Educational Leadership and Performance Dedy Achmad Kurniady; Aan Komariah; Zaini Hafidh; Liris Raspatiningrum; Anisa Isti Yuslimah; Sururi Sururi; Novebri Novebri; Riyaldi Dithia Permana
KOLOKIUM Jurnal Pendidikan Luar Sekolah Vol 14, No 1 (2026): Kolokium: Publishing April 2026
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kolokium.v14i1.1269

Abstract

The rapid digital transformation in education has exposed a clear generational gap among teachers in mastering digital literacy. Younger teachers tend to navigate technology with greater ease, while senior teachers often encounter barriers that affect their confidence and classroom performance. This study aims to explore how educational leadership can help bridge this generational divide and enhance teachers’ digital competence. Adopting a systematic literature review guided by the PRISMA framework, the analysis covered studies published between 2020 and 2025 from major databases, including Scopus, Web of Science, and ERIC. The findings show that leadership practices emphasizing empathy, collaboration, and continuous learning are most effective in reducing generational gaps and fostering inclusive digital competence. However, existing frameworks rarely integrate generational diversity, leadership behavior, and performance management within one conceptual model. This study introduces the concept of Adaptive Intergenerational Leadership (AIL), a synthesis that combines transformational and adaptive leadership principles to foster bidirectional learning between digital native and digital immigrant teachers. The results contribute to educational leadership theory and offer practical implications for developing inclusive, innovative, and human centered school ecosystems in the digital era.
Understanding School Principals' Emotional Labor in Supporting Teacher Well-being Johar Permana; Anisa Isti Yuslimah
Jurnal Riset Sosial Humaniora dan Pendidikan Vol. 5 No. 3 (2026): September: Jurnal Riset Sosial Humaniora, dan Pendidikan (Soshumdik)
Publisher : LPPM Universitas 17 Agustus 1945 Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56444/soshumdik.v5i3.3842

Abstract

Principals face increasingly complex emotional demands in carrying out their roles, from meeting organizational expectations, supporting teacher needs, to managing the various dynamics of school life. Understanding how principals experience and interpret these emotional demands is crucial to deepening our understanding of the emotional dimensions of educational leadership. This study aims to explore how principals experience and interpret emotional labor in supporting teacher well-being. The study used an Interpretative Phenomenological Analysis (IPA) approach, involving five principals from public and private elementary schools. Data were collected through in-depth semi-structured interviews and analyzed to understand how participants interpreted their emotional experiences in carrying out their leadership roles. The analysis yielded three interrelated themes: (1) emotional resilience in facing leadership challenges, (2) relational authenticity as a foundation for trust and support, and (3) reflective interpretation as a source of professional growth. The findings indicate that participants interpreted emotional labor not only as an effort to manage emotions, but also as a relational and reflective process inherent in their leadership practices. Participants described emotional labor as part of building trust, responding to teachers' emotional needs, and maintaining professional commitment amidst the complexity of the school environment. This research contributes to the development of emotional labor studies in educational leadership by providing an in-depth understanding of how principals interpret and manage emotional demands when supporting teacher well-being. The findings confirm that emotional awareness, authenticity, and reflective practice are perceived by participants as important aspects of their leadership experiences.
Co-Authors Aan Komariah Dedy Achmad Kurniady Johar Permana Novebri Novebri Raspatiningrum, Liris Riyaldi Dithia Permana Sururi . Zaini Hafidh