<![CDATA[Digital transformation in madrasahs requires leadership that is capable of integrating technology into institutional management and educational practices. This study aims to examine the relationship between Digital Leadership, Teacher Digital Competence, and Madrasah Effectiveness, with Teacher Digital Competence positioned as a mediating variable. The study employed a quantitative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected from 78 respondents involved in teaching and educational activities in madrasahs through a five-point Likert-scale questionnaire. The findings reveal that Digital Leadership has a positive relationship with Teacher Digital Competence (β = 0.292) and Teacher Digital Competence has a positive relationship with Madrasah Effectiveness (β = 0.290). More importantly, Digital Leadership demonstrates a very strong and significant relationship with Madrasah Effectiveness (β = 0.955; R² = 0.911; t = 27.932; p < 0.001). However, Teacher Digital Competence does not significantly mediate the relationship between Digital Leadership and Madrasah Effectiveness, as indicated by a very small indirect effect (β = 0.003) and a bootstrap confidence interval crossing zero. These findings indicate that digital leadership contributes to madrasah effectiveness primarily through direct organizational mechanisms rather than through teacher digital competence as an intermediary pathway. The study highlights the strategic importance of strengthening digital leadership while simultaneously developing systematic professional support for teachers' digital competence.]]>
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