Collaborative Digital Leadership in Strengthening Vocational School Quality
DOI:
https://doi.org/10.59211/mjpjetl.v4i1.195Keywords:
learning community; differentiated instruction; deep learning; collaborative culture; merdeka curriculumAbstract
This study analyzed digital collaborative leadership in strengthening vocational-school quality at SMKN 1 Rangkasbitung. The main problem was the persistence of administrative supervision, fragmented teacher-performance data, and limited real-time visibility of classroom learning and internship activities. A qualitative case-study design was used through document analysis, digital-practice observation, and semi-structured interviews with nine purposively selected informants: the principal, vice principals, information-technology team, teachers, and students. The findings showed that ESEMKA BESTARI and TEWAK functioned not merely as administrative applications but as governance instruments for reorganizing supervision, discipline, and data-based decision making. Transformative leadership built shared urgency for measurable quality improvement; innovative leadership institutionalized digital workflows; and collaborative leadership expanded accountability by positioning teachers and students as data producers. The study concluded that digital leadership becomes effective when technology adoption is accompanied by cultural reconstruction, ethical data governance, teacher capacity building, and continuous evaluation of platform usefulness.
Downloads
References
[1] H. Usman, Manajemen: Teori, Praktik, dan Riset Pendidikan. Jakarta: Bumi Aksara, 2014.
[2] Zamroni, Meningkatkan Mutu Sekolah. Yogyakarta: PSAP Muhammadiyah, 2015.
[3] E. Soraya, E. Theoline, and A. Farashati, “Peran kepemimpinan kepala sekolah di era industri 4.0 di Sekolah Menengah Kejuruan Negeri 26 Jakarta,” J. Manaj. Pendidik., vol. 9, no. 2, pp. 114–122, 2021, doi: 10.21009/jmp.v9i2.23190.
[4] S. Suharman and H. W. Murti, “Kajian Industri 4.0 untuk penerapannya di Indonesia,” J. Manaj. Ind. dan Logistik, vol. 3, no. 1, pp. 1–13, 2019, doi: 10.30988/jmil.v3i1.61.
[5] B. J. Avolio, S. Kahai, and G. E. Dodge, “E-leadership: implications for theory, research, and practice,” Leadersh. Q., vol. 11, no. 4, pp. 615–668, 2000, doi: 10.1016/S1048-9843(00)00062-X.
[6] P. Hallinger, “Leadership for learning: Lessons from 40 years of empirical research,” J. Educ. Adm., vol. 49, no. 2, pp. 125–142, 2011.
[7] K. Leithwood, A. Harris, and D. Hopkins, “Seven strong claims about successful school leadership revisited,” Sch. Leadersh. Manag., vol. 40, no. 1, pp. 5–22, 2020.
[8] J. P. Spillane, Distributed Leadership. San Francisco: Jossey-Bass, 2006.
[9] R. Bel, “Leadership and innovation: learning from the best,” Glob. Bus. Organ. Excell., vol. 29, no. 2, pp. 47–60, 2010, doi: 10.1002/joe.20308.
[10] L. R. Beach, Leadership and the Art of Change: A Practical Guide to Organizational Transformation. Thousand Oaks: SAGE Publications, 2006. doi: 10.4135/9781483329062.
[11] J. W. Creswell and C. N. Poth, Qualitative Inquiry and Research Design: Choosing among Five Approaches, 4th ed. Thousand Oaks: Sage, 2018.
[12] R. K. Yin, Case Study Research and Applications: Design and Methods, 6th ed. Thousand Oaks: Sage, 2018.
[13] B. M. Bass and R. E. Riggio, Transformational Leadership, 2nd ed. Lawrence Erlbaum Associates, 2006. doi: 10.4324/9781410617095.
[14] W. H. DeLone and E. R. McLean, “The DeLone and McLean model of information systems success: a ten-year update,” J. Manag. Inf. Syst., vol. 19, no. 4, pp. 9–30, 2003, doi: 10.1080/07421222.2003.11045748.
[15] E. Sallis, Total Quality Management in Education. London: Routledge, 2012. doi: 10.4324/9780203417065.
[16] M. Fullan, The New Meaning of Educational Change, 4th ed. Teachers College Press, 2007.
[17] A. Harris and M. Jones, “COVID 19 - school leadership in disruptive times,” Sch. Leadersh. Manag., vol. 40, no. 4, pp. 243–247, 2020, doi: 10.1080/13632434.2020.1811479.
Downloads
Published
Issue
Section
URN
License
Copyright (c) 2026 Fathimah Azzahro Hanifah
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors grant the journal the right of first publication. which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited. Authors are responsible for ensuring that any third-party materials included in their work have proper permissions.
