Driving Elementary Digital Literacy: Technology-Based Principal Leadership in Resource-Constrained Schools

Annisa Ilmeira Queen; Aspin Aspin; Ishak Bagea; Feni Febrianti; Ainul Basyirah

doi:10.63924/jsid.v8i1.352

Authors

Annisa Ilmeira Queen Universitas Muhammadiyah Kendari
Aspin Aspin Universitas Negeri Yogyakarta
Ishak Bagea Universitas Muhammadiyah Kendari
Feni Febrianti Universitas Bima Internasional MFH
Ainul Basyirah Universiras Negeri Yogyakarta

DOI:

https://doi.org/10.63924/jsid.v8i1.352

Keywords:

Principal Leadership, Digital Management, Digital Literacy, Primary Education, Educational Technology

Abstract

The imperative for digital transformation within primary education has highlighted the strategic role of educational leadership in driving technological integration and cultivating student competencies. However, empirical understanding of how technology-focused principal management directly fosters foundational digital literacy among elementary students in resource-constrained contexts remains limited. This study examined the operationalization of technology-based principal leadership management and evaluated its direct role in strengthening student digital literacy at SDN Lalosabila. Utilizing a qualitative single-case study design, empirical data were gathered through semi-structured interviews, non-participant classroom observations, and institutional document analysis involving the school principal, instructional staff, and elementary students. Data was processed iteratively using thematic analysis coupled with method and source triangulation to ensure analytical rigor. The findings demonstrate that technology-driven principal leadership operates across five core operational dimensions: strategic planning, pedagogical oversight through e-supervision, administrative evaluation, human capital development, and culture creation. Furthermore, principal-led initiatives catalyzed a transition from passive technology consumption to active engagement, enhancing student digital literacy across technical, cognitive, and ethical domains. Nevertheless, systemic barriers, including internet bandwidth fluctuations and device shortages, continue to constrain optimal implementation. This study concludes that transformational, adaptive digital leadership is essential for bridging digital divides in primary education. Practically, the results offer actionable frameworks for educational administrators seeking to optimize digital infrastructure, design continuous teacher mentoring programs, and build resilient, ethically grounded digital learning cultures in emerging educational environments.

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