Rekonstruksi Kepemimpinan Sekolah di Era Digital: Integrasi Kepemimpinan Instruksional dan Supervisi Berbasis Data

Abstrak

Digital transformation has brought fundamental changes to leadership and supervision practices in schools. This study aims to analyze the reconstruction of school leadership in the digital era through the integration of instructional leadership and data-informed supervision. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, observations, and document analysis involving school principals, supervisors, and teachers. The data were analyzed thematically to gain an in-depth understanding of leadership and supervisory practices within the school context. The findings reveal a paradigm shift in school leadership from an administrative orientation toward learning-centered leadership. Principals increasingly assume the role of instructional leaders who strategically utilize digital technologies and learning data to support academic supervision and pedagogical decision-making. Data-informed supervision has evolved into a reflective and dialogical process that fosters teacher engagement and continuous professional development. The successful integration of instructional leadership and data-informed supervision is strongly influenced by principals’ and teachers’ digital literacy as well as by a collaborative and innovation-oriented school culture. This study contributes theoretically to the educational leadership literature and offers practical implications for developing adaptive school leadership models in response to digital transformation and sustainable improvement in teaching and learning quality.