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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Innovative and Creativity
Ashfary Mukrim
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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A Synergy Model of Digital Leadership for Principals and Teachers to Overcome Technopedagogical Competency Disruption in Elementary Schools: A Theoretical Study Ashfary Mukrim; Arismunandar
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.5346

Abstract

ABSTRACT This study aims to develop a Digital Leadership Synergy Model that serves as a theoretical framework to address disruptions caused by the technopedagogical competency gap between principals and teachers in elementary schools. Through a theoretical study method involving analysis and synthesis of the latest literature, this study successfully identified the fundamental elements of digital leadership and technopedagogical competency. The results of the study map the profile of technopedagogical competency disruption, including the anatomy of the gap and its impact on the learning ecosystem. Based on these findings, a theoretical model was designed that visualizes the synergistic relationship between the main constructs of principal digital leadership and teacher technopedagogical competency, with collaborative mechanisms as the driving force. This model is also equipped with operationalization strategies, anticipation of challenges, and factors supporting its successful implementation in the context of elementary schools. As an outcome, this study formulates theoretical propositions that can be further tested. Thus, this study contributes a clear and applicable theoretical framework for stakeholders in building synergy to overcome digital competency disruption in elementary school environments.Keywords: Digital Leadership, Technopedagogical Competence, Synergy, Theoretical Model, Elementary School
DARI SERTIFIKASI MENUJU PEMBINAAN BERKELANJUTAN: ANALISIS KEBIJAKAN PENDIDIKAN TERHADAP GURU DALAM JABATAN DI INDONESIA Ridha Anugrah Kahar; Nurul Annisa; Sirajuddin Saleh; Febriana Putri; Nurchalisah Zaidin; Ashfary Mukrim
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.17172

Abstract

Improving the quality of education is highly dependent on the quality of teachers as the main actors in the learning process. In the Indonesian context, in-service teacher development policies have largely relied on certification as an instrument for professional recognition and the improvement of teachers’ welfare. However, developments in educational policy indicate that certification alone is insufficient if it is not followed by systematic, continuous, and needs-based professional development for teachers in schools. A gap in the literature remains evident in the limited analysis that positions certification, In-Service Teacher Professional Education, learning communities, academic supervision, and continuous professional development as an interconnected policy ecosystem. This article argues that in-service teacher development policies need to be reoriented from an administrative paradigm toward a substantive paradigm that emphasizes competency improvement, reflective teaching practices, mentoring, and impact-based evaluation. Using a literature review and an educational policy analysis approach, this study finds that certification remains important as an entry point for teacher professionalization, but it should not become the ultimate goal of teacher development. The implications of this study highlight the need to strengthen post-certification development policies through needs-based training, continuous supervision, learning communities, and evaluation systems that assess real changes in teaching practices.
Co-Authors Arismunandar Febriana Putri Nurchalisah Zaidin Nurul Annisa Ridha Anugrah Kahar Sirajuddin Saleh