<![CDATA[This study aims to analyze the influence of character-based digital transformational leadership on the quality of deep learning and classroom management in elementary schools. This quantitative study used a survey method with a correlational design. Respondents consisted of 169 elementary school teachers in Juwana Subdistrict, Pati Regency, selected through proportional stratified random sampling. Data were collected using a Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (SEM-PLS). The measurement model results showed that all constructs met convergent validity (AVE > 0.5) and composite reliability (Cronbach's Alpha and Composite Reliability > 0.7) after several indicators with low loading factors were removed from the model. The structural model results indicated that character-based digital transformational leadership had a positive and significant effect on the quality of deep learning (path coefficient = 0.761; t = 6.550; p < 0.001) and on classroom management (path coefficient = 0.738; t = 5.373; p < 0.001), explaining 57.8% and 54.5% of their respective variances. These findings confirm that character-based digital leadership plays a crucial role in creating an ecosystem for deep learning and conducive classroom management in elementary schools, and provide a basis for recommending that principals integrate digital competence with character strengthening simultaneously.]]>
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