Smart School Leadership in Resource-Constrained Primary Education: An Empirical Case Study of Digital Transformation

Aurel Isma Wardani; Aspin Aspin; Abubakar Abubakar; Feni Febrianti; Ainul Basyirah

doi:10.63924/jsid.v8i1.353

Authors

Aurel Isma Wardani Universitas Muhammadiyah Kendari
Aspin Aspin Universitas Negeri Yogyakarta
Abubakar Abubakar Universitas Muhammadiyah Kendari
Feni Febrianti Universitas Bima Internasional MFH
Ainul Basyirah Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.63924/jsid.v8i1.353

Keywords:

Smart School Leadership, Digital Transformation, Educational Governance, Primary Education, Resource-Constrained Schools

Abstract

The evolution of educational technology requires primary school leaders to navigate digital transformation, yet mainstream digital leadership frameworks often overlook the realities of under-resourced schools. This study investigates the operationalization of Smart School Leadership (SSL) within a resource-constrained primary school setting, examining how school administrators adapt leadership practices amid material and structural limitations. Employing a qualitative single-case study design, data were collected through semi-structured interviews, direct field observations, and institutional artifact analysis involving eight participants, including the school principal, instructional teachers, and administrative personnel at SD Negeri 1 Simbune, Indonesia. Data were analyzed using interactive qualitative condensation, thematic displays, and continuous verification. The findings reveal that SSL implementation operates through an adaptive, staged transition rather than a sudden digital overhaul. Leadership practices are strategically prioritized toward core administrative workflows, compliance database management, and basic data-driven decision-making to address foundational early-grade literacy and numeracy needs. Furthermore, internal social capital and informal distributed leadership structures, specifically peer-assisted mentoring led by tech-savvy junior educators, serve as critical compensatory mechanisms to bridge faculty digital literacy divides. However, persistent structural friction, including hardware scarcity, unstable internet connectivity, pedagogical inertia, and non-systemic external training programs, places a clear ceiling on advancing to fully integrated digital pedagogy. This study implies that policymakers must move beyond uniform technology mandates toward equity-focused infrastructure allocation and continuous, school-based professional development tailored to rural primary school contexts.

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