<![CDATA[ This study aims to describe the role of the principal as an administrator in improving teachers’ pedagogical competence, analyze the implementation of pedagogical competence in relation to the administrator’s role, and identify supporting and inhibiting factors at UPTD SD Negeri 1 Sidodadi, Sekampung, East Lampung. This study employed a descriptive qualitative approach. The main informants consisted of the principal and six teachers. Data were collected through interviews, observations, and documentation, and analyzed through data condensation, data display, and conclusion drawing. NVivo was used as a supporting tool for coding and data visualization, while data validity was strengthened through source and method triangulation. The results indicate that the principal’s administrative role was implemented through planning, organizing, actuating, controlling, and evaluating. Planning was realized through the development of school work programs, budgeting, supervision schedules, diagnostic assessments, and standard operating procedures for the use of digital learning facilities. Organizing was carried out through task distribution, Learning Communities, and peer mentoring. Actuating included academic supervision, mentoring, motivation, and support for digital learning. Controlling was conducted through classroom observations, monitoring of learning administration, and feedback, while evaluation served as a basis for follow-up actions and policy improvement. Teachers demonstrated pedagogical competence through understanding students’ potential, applying learning principles, utilizing information technology, conducting assessments, and communicating with students. The novelty of this study lies in integrating the administrative cycle with learning communities, peer mentoring, and adaptive digital support within the context of limited infrastructure and varying levels of technology adoption.]]>
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