<![CDATA[This study addresses the growing demand for digital transformation in 21st-century education, which requires teachers to master 4C skills and effectively integrate technology through the TPACK framework. In this context, principals’ digital leadership plays a strategic role in fostering an adaptive and value-based learning ecosystem. The study aims to analyze and describe the digital leadership strategies employed by the principal of SMP Muhammadiyah 3 Depok in improving teachers’ professional competence in the 21st century. Using a qualitative approach with a single embedded case study design, the research involved purposively selected participants, including the principal, vice principal for curriculum, and core teachers. Data were collected through in-depth interviews, non-participant observation, and document analysis, and were validated through source triangulation. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, supported by ATLAS.ti software. The findings reveal five core pillars of the principal's digital leadership strategy: (1) building a vision of "Civilized Digitalization" that harmonizes Islamic values with technology; (2) fostering a collaborative and humanistic school culture through psychological safety; (3) executing a "Teacher-First" affirmative budget allocation; (4) implementing adaptive professional development via peer tutoring; and (5) shifting to data-driven digital supervision. These strategies collectively enhance teachers’ professional competencies and TPACK integration. However, implementation faces critical constraints, namely job demands-resources imbalance, digital distraction among students, and cultural adaptation friction for senior teachers.]]>
