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Contact Name
Nila Zaimatus Septiana
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joiem@iainkediri.ac.id
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+6285815444827
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joiem@iainkediri.ac.id
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Fakultas Tarbiyah, Institut Agama Islam (IAIN) Kediri Jln. Sunan Ampel No. 7, Ngronggo, Kota Kediri Telp. (0354) 689282
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Journal of Islamic Education Management
Published by Institut Agama Islam Negeri Kediri
ISSN : 27225542     EISSN : 27225534     DOI : https://doi.org/10.30762/joiem
Core Subject : Science, Education, Social,
Decision Sciences, Operations Research & Management Education Library & Information Science Social Sciences Other
Aims and Scope JoIEM: Journal of Islamic Education Management is a research journal focuses on Islamic education management with the scope limited to the various dimensions including: leadership in education organizational culture education management functions the substance of education management education administration and supervision quality management management information systems management of formal and non formal education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1 Documents
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Search results for , issue "vol. 7 no. 2 (2026)" : 1 Documents clear
Leading Digital Transformation in Historically Disadvantaged Primary Schools: An Exploration of the Challenges Faced by Departmental Heads Bongani Nkambule
JoIEM (Journal of Islamic Education Management) Vol. 7 No. 2 (2026)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/joiem.v7i2.8201

Abstract

South Africa’s National Development Plan 2030 positions digital transformation as a key strategy for advancing education within the digital economy. This study explored the challenges faced by six purposively selected departmental heads in leading digital transformation across three schools in Mpumalanga Province. Using a qualitative approach, data were collected through semi-structured interviews and analyzed thematically. Grounded in the right to development, the study emphasizes the need for inclusive professional development for both teachers and school management teams. Findings revealed that older teachers’ anxiety toward digital tools affected departmental heads’ digital leadership. Departmental heads also experienced self-doubt due to limited ICT skills, reducing their capacity to mentor technologically skilled early-career teachers. Their ineffectiveness was further linked to limited in-service training, lack of postgraduate funding opportunities, and inadequate school- and district-level support. The study recommends continuous professional development, funding for specialized postgraduate training, and strategic support to strengthen departmental heads’ digital leadership.

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