<![CDATA[The integration of technology in science learning has become essential in the era of Industrial Revolution 4.0, particularly in primary education. Visionary leadership by school principals is believed to play a critical role in facilitating the adoption of science-based innovative technology in classrooms. This study employed a quantitative approach using a survey design involving 100 elementary school teachers and principals in East Wawonii who have implemented science-based technology in teaching. Data were collected through a validated Likert-scale questionnaire measuring perceptions of visionary leadership and the extent of technology adoption. Correlation and simple linear regression analyses were conducted using SPSS. The findings revealed a strong and significant relationship between visionary leadership and the adoption of science-based technology (r = 0.87, p = 0.001). Regression analysis confirmed that visionary leadership significantly predicts technology adoption (β = 0.716, p = 0.001), with an R-squared value of 0.757, indicating that 75.7% of the variance in technology adoption can be explained by the leadership variable. These results suggest that visionary leadership is a key driver in promoting technology integration in science learning. Principals who articulate clear long-term goals, inspire innovation, and support teacher development contribute significantly to creating a conducive environment for technology adoption in primary schools. The study highlights the importance of leadership training that focuses on technological awareness and innovation management.]]>
