<![CDATA[ABSTRACT The digital transformation within elementary education stands as an absolute necessity to accommodate the learning needs of Generation Alpha, yet a significant gap persists between infrastructure availability, funding limitations, and school human resource readiness. This study aims to comprehensively describe the school principal’s managerial strategies through planning, organizing, actuating, and controlling (POAC) functions, and to analyze the implementation barriers along with their operational solutions at SDN Ciranjang 1, Cianjur Regency. Employing a qualitative approach with an explanatory design, data were collected through in-depth interviews, participant observations, and documentation analysis involving the school principal, classroom teachers, and the school IT operator. Data analysis followed the interactive model encompassing data condensation, data display, and conclusion drawing. The findings reveal that the principal’s managerial strategy is systematically executed through POAC functions integrated across six operational dimensions. Under this framework, the controlling function is dynamically implemented as a continuous monitoring tool to identify field constraints and formulate tactical corrections. Crucial breakthroughs in overcoming infrastructure shortages and senior teacher technostress were achieved by implementing shared-device scheduling and interpersonal peer-tutoring mentorship within a Professional Learning Community (PLC). In conclusion, a supportive, reflective, and adaptive transformational digital leadership paradigm serves as the primary integration variable that successfully bridges the technological competency gap, thereby fostering a sustainable digital learning ecosystem at the elementary school level. Keywords: School Principal, Managerial Strategy, Digital Transformation.]]>
