<![CDATA[The integration of technology, deep learning pedagogy, and collaborative leadership remains a challenge for early childhood education (ECE) institutions in rural Indonesia, where limited resources and fragmented professional development often constrain instructional innovation. This study examined an integrated professional development program designed to strengthen principals’ collegial supervision competencies and teachers’ implementation of deep learning through the Technological Pedagogical and Content Knowledge (TPACK) framework. A mixed-methods participatory action research design with a one-group pre-post assessment was employed involving 40 participants (20 principals and 20 teachers) from 20 ECE institutions in Karangpawitan District, Garut Regency, Indonesia. The two-month program combined online training, face-to-face workshops, mentoring, classroom implementation, and follow-up evaluation. Quantitative data were collected using validated TPACK, Collegial Supervision, and Deep Learning instruments, while qualitative data were obtained through observations and semi-structured interviews. Pre-post comparisons indicated improvements in teachers’ TPACK competencies (Cohen’s d = 3.24) and principals’ collegial supervision competencies (d = 2.98). Classroom observations and participant reflections further suggested positive changes in the implementation of deep learning practices, including greater use of inquiry-based learning, reflective activities, and purposeful technology integration. Follow-up evaluation indicated that most participants maintained the competencies developed during the program. These findings suggest that an integrated and context-responsive professional development approach may support the development of pedagogical, technological, and leadership capacities in rural ECE settings. The program also provides a practical framework for fostering collaborative professional learning and strengthening instructional improvement in resource-constrained educational contexts.]]>
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