<![CDATA[Digital transformation in education demands new leadership capacity and pedagogical competencies. This study analyzes the influence of digital leadership of madrasah principals and digital literacy of teachers on teacher performance at Madrasah Aliyah (MA) in Kubu Raya Regency, partially and simultaneously. The approach used is quantitative explanatory research with a survey design. The population was 156 teachers from 12 MA (2 MAN, 10 MAS), with a sample of 112 respondents using the Slovin formula (5% margin of error) and proportional stratified random sampling. Data were collected through three Likert questionnaires that have been tested for validity and reliability: instrument X₁ (25 items) referring to the five dimensions of digital leadership Sheninger (2019); instrument X₂ (22 items) based on the six areas of DigCompEdu Redecker (2017); and instrument Y (28 items) referring to Permenag No. 38 of 2018 and the Danielson framework. The analysis used multiple linear regression with SPSS version 27, equipped with classical assumption tests. The results show: (1) digital leadership has a significant positive effect on teacher performance (β=0.461; t=7.847; p=0.000); (2) digital literacy has a significant positive effect on teacher performance (β=0.382; t=6.123; p=0.000); and (3) both simultaneously have a significant effect (F=118.437; p=0.000; R²=0.685). These findings imply that improving teacher performance requires strengthening the digital capacity of madrasah principals synergistically with the development of teacher digital literacy through structured ongoing training.]]>
