<![CDATA[ABSTRACT The digital transformation of education requires madrasahs to develop institutional capacities that enable technology to improve organizational and educational effectiveness. This study aims to examine the determinants of Madrasah Effectiveness in the digital transformation era by analyzing the effects of Digital Leadership and Teacher Digital Competence. The study employed a quantitative approach with 78 respondents. Data were collected using questionnaires measuring Digital Leadership, Teacher Digital Competence, and Madrasah Effectiveness and analyzed using descriptive statistics, validity and reliability testing, Pearson correlation, and multiple linear regression. The findings revealed that Digital Leadership had a very strong positive relationship with Madrasah Effectiveness and significantly predicted institutional effectiveness (β = 0.951, p < 0.001). In contrast, Teacher Digital Competence demonstrated a positive bivariate correlation with Madrasah Effectiveness but did not have a significant independent effect in the regression model (β = 0.012, p = 0.744). Collectively, the two predictors explained 91.1% of the variance in Madrasah Effectiveness. The findings indicate that teachers' digital competence alone is insufficient to ensure institutional effectiveness without strategic leadership and organizational direction. This study contributes a leadership-enabled digital transformation perspective, positioning Digital Leadership as a key institutional mechanism for translating digital capacities into Madrasah Effectiveness. The study recommends strengthening digital leadership development alongside teacher digital competence to support sustainable digital transformation in madrasahs]]>
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