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All Journal EDUJAVARE: International Journal of Educational Research Journal of Creative Power and Ambition (JCPA)
Saryanto Saryanto
Universitas Sarjanawiyata Tamansiswa (UST); Indonesia
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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School Digital Transformation and Principal Leadership in Improving Teacher Professionalism Wahyuning Widyawati; Saryanto Saryanto; Rahmat Mulyono
Journal of Creative Power and Ambition (JCPA) Vol. 4 No. 01 (2026): Journal of Creative Power and Ambition (JCPA)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcpa.1459

Abstract

In this context, principals play a strategic role as key decision-makers who guide the direction of school innovation and ensure that digital initiatives are effectively implemented to improve educational quality. This study aims to analyze school digital transformation and principal leadership in improving teacher professionalism at SD Negeri 1 Rimpak in the 2025/2026 academic year. This study uses a qualitative case study approach involving the principal, teachers, and relevant stakeholders as research participants. Data were collected through interviews, classroom observations, and document analysis, then analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings show that school digital transformation significantly contributes to improving teacher professionalism by enhancing digital literacy, pedagogical innovation, and instructional effectiveness. Furthermore, principal leadership plays a crucial role in driving this transformation through vision building, professional development programs, collaborative culture development, instructional supervision, and resource management. Although several challenges such as differences in teacher digital competence and limited infrastructure were identified, effective and adaptive leadership was found to help overcome these barriers. The study concludes that digital transformation and principal leadership are interrelated factors that jointly strengthen teacher professionalism and improve the overall quality of education in primary schools.
Collaborative Strategy of Schools and Parents in Strengthening Character Education for Students Tri Wahyuningtyas Gamayanti; Saryanto Saryanto; Rahmat Mulyono
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1455

Abstract

In the era of globalization and rapid technological advancement, children are increasingly exposed to various social influences that may affect their attitudes and character development. This study aims to analyze the collaborative strategies implemented by SD Negeri 1 Kwadungan Jurang and parents in strengthening students’ character education, as well as to identify the supporting and inhibiting factors affecting their implementation. The study employed a qualitative case study approach involving the principal, teachers, parents, and students as research participants. Data were collected through semi-structured interviews, observations, and document analysis, and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that collaborative strategies are implemented through continuous communication, parental involvement in school programs, collaborative monitoring of students’ behavior, role modeling by teachers and parents, and the integration of religious and cultural values into daily educational practices. These strategies contribute to the development of positive character traits, including discipline, honesty, responsibility, respect, and cooperation among students. The study also found that the implementation of collaboration is supported by strong commitment from stakeholders, effective communication, a positive school climate, and shared moral values. However, several challenges were identified, including limited parental availability, differences in parenting approaches, technological influences, and resource constraints. The study concludes that effective collaboration between schools and parents is essential for strengthening character education and creating a consistent learning environment that supports students’ moral and social development.
Accelerating Elementary School Teacher Performance in the Digital Era: The Contribution of Leadership, Collaboration, and Psychological Well-Being through Work Motivation Heru Purnomo; Didi Supriadi; Saryanto Saryanto
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1457

Abstract

The rapid development of digital technology has transformed the educational landscape, requiring schools to adapt to increasingly complex demands for effectiveness, innovation, and competitiveness. This study aims to analyze the contribution of leadership, collaboration, and psychological well-being to teacher performance through work motivation among elementary school teachers at SD Negeri Tlogodalem in the digital era. The study employed a quantitative approach using an explanatory survey design involving all teachers as respondents through a census sampling technique. Data were collected using a structured questionnaire with a five-point Likert scale and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that leadership (β = 0.341; p < 0.001), collaboration (β = 0.296; p = 0.001), and psychological well-being (β = 0.412; p < 0.001) had significant positive effects on work motivation, explaining 72.4% of its variance (R² = 0.724). Furthermore, leadership (β = 0.254; p = 0.001), collaboration (β = 0.213; p = 0.003), psychological well-being (β = 0.318; p < 0.001), and work motivation (β = 0.402; p < 0.001) significantly influenced teacher performance, with the model explaining 78.1% of the variance in performance (R² = 0.781). Mediation analysis revealed that work motivation significantly mediated the relationships between leadership, collaboration, psychological well-being, and teacher performance. Among all predictors, psychological well-being emerged as the strongest factor affecting both work motivation and teacher performance. The findings suggest that enhancing teacher performance in the digital era requires an integrated strategy that strengthens effective leadership, promotes collaborative professional cultures, and supports teachers’ psychological well-being to foster higher work motivation and sustainable educational excellence.
Co-Authors Heru Purnomo Rahmat Mulyono Supriadi, Didi Tri Wahyuningtyas Gamayanti Wahyuning Widyawati