<![CDATA[This study aims to explore the role of the school principal in managing digital-based Teaching Factory (TeFa) at SMKN 1 Tanjung. A qualitative descriptive approach with a single case study design was employed. Data were collected through in-depth interviews, observations, and documentation involving the school principal as the key informant, supported by the vice principal for curriculum affairs, three Fashion Design teachers, and five Boutique TeFa students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data reduction, data display, and conclusion drawing, supported by source and method triangulation and member checking. The findings show three interconnected roles. First, as a digital visionary leader, the principal integrates digitalization into TeFa planning by aligning curriculum development with industry needs, establishing digitalization targets, and encouraging digital communication with industry partners. Second, as a digital transformation manager, the principal allocates resources for digital infrastructure, facilitates teachers' digital competency development, and expands industry partnerships through digital platforms. Third, as a data-driven supervisor, the principal uses production records, customer feedback, and management information systems to monitor TeFa performance and inform evaluation meetings and subsequent planning. These practices are implemented amid unstable internet connectivity, teacher resistance, and budget constraints, which require adaptive and participatory leadership strategies. The study contributes a contextually grounded framework for understanding school principal leadership in digital-based TeFa management and offers practical insights for strengthening digital leadership and management capacity in vocational education.]]>
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