Plagiarism Checker X - Report
Originality Assessment

5%
Overall Similarity

Date: Jan 18, 2026 (09:10 AM)
Matches: 263 / 5250 words
Sources: 6

Remarks: Low similarity
detected, consider making
necessary changes if needed.

Verify Report:
Scan this QR Code

v 9.0.5 - WML 3
FILE - 1010.PDF

Journal of General Education and Humanities Vol. 5, No. 1, February 2026, pp. 805 – 816,
https://doi.org/10.58421/gehu.v5i1.1010 ISSN 2963-7147

805 Journal homepage:

https://journal-gehu.com/index.php/gehu Principal Supervision Management in Enhancing
Teachers’ 2 Information and Communication Technology Competence Lailis Syarofah1,
Dinny Mardiana2 1,2Universitas Islam Nusantara, Bandung, Indonesia Article
Info ABSTRACT Article history: Received 2025-12-26 Revised 2026-01-14 Accepted
2026-01-14 This study aims to explore how principals’ supervision management
contributes to improving teachers’ 1 information and communication technology (ICT)
competence in elementary schools. Using a qualitative case study design, the research
was conducted in two public elementary schools in Tambora District, Jakarta. Data were
collected through in-depth interviews, participant observation, and document analysis
involving principals, teachers, and school supervisors. The findings reveal that supervision
management, implemented through the functions of planning, organising, actuating, and
controlling (POAC), plays a strategic role in strengthening teachers’ ICT competence.
Participatory planning based on teachers’ needs, collaborative organisation of supervision
teams, practiceoriented implementation through coaching and mentoring, and continuous
monitoring and evaluation collectively foster teachers’ confidence, creativity, and ability to
integrate digital technologies into classroom instruction. This study highlights that effective
supervision management goes beyond administrative control and serves as a systemic
approach to professional development. The findings have practical implications for school
leaders in designing adaptive, sustainable supervision strategies to support digital
transformation in elementary education. Keywords: Elementary school ICT competence
Instructional leadership Qualitative case study Supervision management This is an openaccess article under the CC BY-SA license. Corresponding Author: Lailis
Syarofah Graduate School, Doctoral Program in Educational Sciences, Universitas Islam
Nusantara Email: lailis2526@gmail.com 1. INTRODUCTION In responding to the global
challenges of the 21st century, primary education must produce graduates who not only
master foundational knowledge but also possess critical, creative, and collaborative

thinking skills, 1 as well as adequate digital literacy [1], [2]. The rapid development of 2
information and communication technology (ICT) has transformed learning paradigms,
shifting the teacher’s role from a mere transmitter of knowledge to a learning facilitator who
is capable of integrating technology effectively into the 3 teaching and learning process
[3], [4]. Therefore, teachers’ competence in mastering and utilising ICT has

https://doi.org/10.58421/gehu.v5i1.1010 806 become an essential prerequisite
for achieving learning that is relevant, interactive, and aligned with the needs of 21stcentury learners [5]. Primary schools, as the foundation of formal education, bear a
strategic responsibility for ensuring the quality of the learning process, including teachers’
readiness to face digital transformation [6]. In this context, the school principal plays a
crucial role as an instructional leader responsible for managing and developing teachers’
professional competencies [7]– [9]. One of the main instruments available to principals for
promoting the improvement of teachers’ ICT competence is well-planned, sustainable
academic supervision [10]–[12]. Academic supervision is no longer understood merely as
an administrative monitoring activity, but rather as a systematic, collaborative, and
development-oriented professional guidance process [13], [14]. Effective supervision
positions the principal as a professional partner for teachers in identifying needs, providing
mentoring, and facilitating the enhancement of teachers’ abilities to utilise ICT as both
learning media and learning resources. In line with this view, Rusdiana emphasises that
supervision is a series of coaching activities designed to help teachers continuously
improve their professional competence [15]. Nevertheless, in practice, the implementation
of academic supervision by principals still faces various challenges. Preliminary
observations at SDN Jembatan Besi 03 Pagi and SDN Tanah Sereal 03 in Tambora
District indicate that some teachers continue to experience difficulties in utilising ICT
devices, digital learning platforms, and technology-based instructional media. Limited
training opportunities, insufficient intensive mentoring, and poorly managed supervision
constitute major obstacles to enhancing teachers’ ICT competence. These conditions

highlight a gap between the ideal demands of educational policies and the realities of
implementation in the field. Various national policies have emphasised the principal’s role
in improving teacher competence, including in ICT. Regulation of the Minister of National
Education (Permendiknas) Number 13 of 2007 on Principal Competency Standards affirms
the principal’s role as an academic supervisor, while Regulation of the Minister of
Education and Culture (Permendikbud) Number 16 of 2007 mandates technological
mastery as part of teachers’ professional competence. In addition, the Pancasila Student
Profile policy encourages innovative, context-based learning using digital technology.
However, the effectiveness of these policies largely depends on the principal’s capacity to
manage supervision systematically and with a strong orientation toward teacher
development [16], [17]. A number of previous studies have shown that academic
supervision contributes to improving teacher competence. Various supervision models,
such as collaborative supervision, clinical supervision, and coaching, have been proven to
enhance teacher performance. However, most existing studies tend to focus on the
technical aspects of supervision. In contrast, the managerial dimension of principal
supervision, as a process encompassing planning, organising, implementation, and
evaluation, has not been extensively examined, particularly in relation to improving
teachers’ ICT competence. The urgency of this study lies in the need to develop integrated
and sustainable principal supervision management as part of a strategic effort to enhance
teachers’ ICT

https://doi.org/10.58421/gehu.v5i1.1010

807 competence in primary schools. Referring to

George R. Terry’s management functions, Planning, Organising, Actuating, and Controlling
(POAC), this study seeks to analyse how principals plan, manage, implement, and
evaluate supervision in order to improve teachers’ ability to integrate ICT into learning [18].
This study offers novelty by positioning principal supervision not merely as a technical
coaching activity but as a systematic and strategic managerial practice for addressing the
challenges of educational digitalisation. Through a case study at SDN Jembatan Besi 03

Pagi and SDN Tanah Sereal 03 in Tambora District, this research is expected to provide
both theoretical and practical contributions to the development of principal supervision
management that is adaptive, collaborative, and oriented toward the sustainable
improvement of teachers’ ICT competence. 2. METHOD This study employed a qualitative
case study design. The qualitative approach was chosen because it allows researchers to
gain an in-depth understanding of phenomena within their natural contexts and to explore
the subjective meanings derived from the experiences and practices of educational actors
[19], [20]. The case study design was used to comprehensively examine the phenomenon
of principal supervision management in efforts to enhance teachers’ 1 information and
communication technology (ICT) competence, particularly when the boundaries between
the phenomenon under investigation and the institutional school context cannot be clearly
separated [21], [22]. The research was conducted in two public primary schools, namely
SDN Jembatan Besi 03 Pagi and SDN Tanah Sereal 03 in Tambora District, West Jakarta.
The research sites were selected purposively because both schools are in the process of
developing technologybased learning and have implemented academic supervision
programs led by the school principals. The research subjects consisted of the principals as
key informants, teachers as supporting informants, and school supervisors as triangulation
informants. Informants were selected through purposive sampling based on their
involvement in and relevance to the implementation of supervision and the development of
teachers’ ICT competence. Data were collected through methodological triangulation,
including in-depth interviews, participant observation, and document analysis. Semistructured interviews were conducted to gather data on principals' and teachers'
perceptions, experiences, and strategies for implementing ICT-based supervision.
Participant observation was carried out to directly observe supervision practices, ICT
mentoring activities, and 2 the use of digital media in the teaching and learning process.
Document analysis involved examining supervision planning and implementation
documents, such as School Work Plans, academic supervision programs, teacher activity
reports, and ICT-based instructional materials [23]–[25]. In this qualitative study, the

researcher served as the primary instrument (human instrument), directly involved in data
collection, processing, and analysis [26]. To support systematic data collection, auxiliary
instruments were used, including interview guides, observation checklists, document
analysis frameworks, and field notes. These instruments were developed based on
indicators of supervision management functions—planning,

https://doi.org/10.58421/gehu.v5i1.1010 808 organising, actuating, and
controlling—so that the collected data aligned with the study's focus and objectives. Data
trustworthiness was ensured by applying four criteria: credibility, transferability,
dependability, and confirmability [26]. Credibility was established through source,
technique, and time triangulation, 2 as well as member checking with informants to
ensure the accuracy of the researcher’s interpretations. Transferability was supported by
providing thick descriptions of the research context and field findings. Dependability and
confirmability were strengthened through systematic documentation of the research
process and the provision of an audit trail from data collection through data analysis. Data
analysis was conducted using the interactive analysis model proposed by Miles,
Huberman, and Saldaña [27], which consists of three main stages: data reduction, data
display, and conclusion drawing/verification. Data reduction involved selecting and
focusing on data relevant to principal supervision management in enhancing teachers’ ICT
competence. Data were presented in descriptive narratives and thematic matrices to
identify patterns, relationships, and trends. Conclusions were drawn inductively and
verified continuously throughout the research process. This study was conducted over six
months, from March to August 2025. The initial phase involved developing research
instruments and obtaining research permits, followed by field data collection through
interviews, observations, and document analysis from April to June. The final phase
focused on data analysis, conclusion drawing, and the preparation of the research report
from July to August 2025. Within this timeframe, the study is expected to provide a
comprehensive depiction of principal supervision management practices in enhancing

teachers’ ICT competence in primary schools. 3. RESULTS AND
DISCUSSION 3.1. Principal Supervision Planning for Enhancing Teachers’ ICT
Competence Based on the research findings at SDN Jembatan Besi 03 Pagi and SDN
Tanah Sereal 03 in Tambora District, the principals have implemented an academic
supervision plan systematically oriented toward improving teachers’ 2 information and
communication technology (ICT) competence. The planning stage began with an analysis
of teachers’ competency needs in utilising instructional technology. Initial observations
indicated that some teachers still faced limitations in using digital learning applications
such as Google Workspace for Education, Canva, Quizizz, and Wordwall as instructional
media and assessment tools. The principals identified these needs through classroom
observations, informal discussions, and reflections on the results of supervision conducted
in the previous year. 2 Based on these findings, the principals then developed academic
supervision programs that emphasised training and mentoring in the use of ICT for
teaching and learning. The supervision programs were designed as annual plans that
outlined objectives, supervision focus areas, activity schedules, and indicators for
achieving teachers’ ICT competence. Supervision planning was carried out in a
participatory manner by involving teachers through school work meetings. This
collaborative approach is reflected in the following interview excerpt with one of the
teachers:

https://doi.org/10.58421/gehu.v5i1.1010

809 “The principal always invites us to discuss

matters before the supervision program is formulated. We are asked to express the
difficulties we experience when using technology in teaching, so the program developed
truly meets our needs.” (Grade IV teacher, interview, April 18, 2025) Documentation of the
supervision program for the 2024–2025 academic year demonstrates structured planning,
including ICT-based supervision scheduling matrices, lists of instructional technology
training materials, and observation instruments containing indicators for 2 the use of
digital media in the teaching and learning process. This planning indicates that supervision

was not merely focused on administrative aspects but was directed toward strengthening
teachers’ professional competence in technology. 4 The findings of this study indicate
that the principals have applied the planning function of supervision in a focused and
contextual manner. Supervision planning based on an analysis of teachers’ needs reflects
the principals’ understanding of supervision as a strategic instrument for professional
teacher development. This finding is consistent with the views of Glickman, Gordon, and
Ross-Gordon, who emphasise that systematic, needs-based supervision planning
constitutes a fundamental foundation for the sustainable improvement of teacher
competence [28]. Teacher involvement in the supervision planning process also
demonstrates the application of participatory leadership principles. This strategy
contributes to a greater sense of ownership among teachers in the designed supervision
programs. Such an approach aligns with the concept of shared decision-making within
professional learning communities, which emphasises collaboration between school
leaders and teachers in educational decision-making [29]. Thus, the findings at the
planning stage indicate that principal supervision management has been strategically
directed to address the challenges of enhancing teachers’ ICT competence. Needs-based,
participatory, and well-documented planning serves as a crucial foundation for the
successful implementation of subsequent supervision stages in supporting the
transformation of technology-based learning in primary schools. 3.2. Organising Principal
Supervision for Enhancing Teachers’ ICT Competence Based on the research findings at
SDN Jembatan Besi 03 Pagi and SDN Tanah Sereal 03 in Tambora District, the principals
have implemented the organising function of academic supervision in a structured manner
to support the improvement of teachers’ 2 information and communication technology
(ICT) competence. Supervision was organised by establishing a supervision
implementation team comprising various school stakeholders, including vice principals,
senior 1 teachers, and school operators. The formation of this team was intended to
ensure that ICT-based supervision could be implemented effectively and in accordance
with teachers’ needs. The principals distributed tasks and responsibilities proportionally

based on each team member's competencies and experience. Senior teachers served as
mentors and facilitators in 2 the use of digital instructional media, while school operators
were responsible for the technical management of ICT devices and applications. Vice
principals functioned as coordinators of supervision implementation and as liaisons
between the principals and

https://doi.org/10.58421/gehu.v5i1.1010 810 teachers. This pattern of task
distribution reflects an effort to optimally empower the school’s human resources optimally.
This is reinforced by the principal’s statement in the following interview: “We established a
supervision team so that ICT coaching does not depend solely on the principal. 4
Everyone has a role according to their expertise, allowing teachers to receive more optimal
mentoring.”(Principal, interview, April 22, 2025) In addition to forming an internal school
team, the principals also coordinated the supervision process with school supervisors.
Supervisors were used as a source of feedback and reinforcement for the implementation
of technology-based learning. This coordination was conducted through regular meetings
and evaluative discussions regarding supervision results and the development of teachers’
ICT competence. This approach indicates that the organisation's supervision was not
inward-looking but open to relevant external support. The analysed documentation
indicates a flexible, adaptive organisational structure for supervision. This structure allows
for adjustments in roles and supervision strategies in response to the dynamic needs of
teachers and developments in instructional technology. Such organisational flexibility
supports the success of supervision by providing space for innovation and collaboration
among teachers in developing ICT competence. The findings of this study indicate that the
organising function of supervision has been implemented effectively by emphasising
principles of collaboration and empowerment. A clear, well-planned organisation
contributes to the smooth implementation of supervision and increases the intensity of
teacher mentoring in 1 the use of instructional technology. This finding is consistent with
the perspective of Hallinger and Heck, who assert that the effectiveness of instructional

leadership is strongly influenced by the principal’s ability to organise resources and build
strong teamwork [30]. Furthermore, the organisation of supervision involving multiple
school actors reflects the concept of distributed instructional leadership, in which
leadership and teacher development responsibilities are shared [31]. This approach not
only reduces the burden on principals but also strengthens the school’s institutional
capacity to manage sustainable teacher competence development. Thus, the findings from
the organising stage demonstrate that principals have managed ICT-based academic
supervision collaboratively and adaptively. An effective organisation is a crucial foundation
for the successful implementation of supervision to enhance teachers’ ICT competence in
primary schools. 3.3 Implementation of Principal Supervision for Enhancing Teachers’
ICT Competence Based on the research findings at SDN Jembatan Besi 03 Pagi and SDN
Tanah Sereal 03 in Tambora District, the implementation of academic supervision by
principals was manifested through various professional development activities focused on
improving teachers’ 2 information and communication technology (ICT) competence. The
implementation stage of supervision was conducted continuously and contextually,
adjusted to teachers’ needs and levels of ability in using instructional technology.

https://doi.org/10.58421/gehu.v5i1.1010

811 The principals played an active role as

facilitators and motivators in supervision activities. Forms of supervision implementation
included ICT training, individual mentoring, classroom observations, and reflective
discussions with teachers. ICT training focused on using digital learning applications such
as Google Workspace for Education, Canva, Quizizz, and Wordwall to develop
instructional media and online assessments. These activities were carried out gradually to
enable teachers to understand and directly practice technology in their teaching. Individual
mentoring became one of the main strategies during the supervision implementation stage.
The principals and supervision teams provided direct guidance to teachers who had
difficulty integrating ICT into their lesson plans. This approach enabled supervision to be
delivered in a personalised, tailored manner to the specific needs of each teacher. This is

reflected in the following statement from one of the teachers: “The mentoring provided by
the principal was very helpful. We were not only given theoretical explanations, but were
directly guided on how to use digital applications 2 for teaching and assessment.”(Grade
II teacher, interview, May 5, 2025) In addition to mentoring, the principals also conducted
supervision through classroom visits to directly observe the implementation of ICT in 1
teaching and learning activities. Observations were conducted using supervision
instruments based on indicators of digital media use, instructional interaction, and student
engagement. Following the observations, the principals held reflective discussions with
teachers to provide constructive feedback and solutions to the challenges encountered.
Observation results indicated an increase in teachers’ motivation and participation in 1
the use of instructional technology. Teachers began to demonstrate greater confidence in
using digital media and in developing varied ICT-based learning activities. The principal’s
interview statement further supported this condition: “After several rounds of mentoring and
classroom supervision, teachers have become more confident in trying digital media. They
are starting to be more creative and are no longer afraid of using technology in their
teaching.”(Principal, interview, May 12, 2025) The findings of this study indicate that active,
collaborative, and practice-based supervision implementation contributes significantly to
the improvement of teachers’ ICT competence. This approach is consistent with the
concept of instructional leadership, which emphasizes the principal’s direct involvement in
improving instructional quality through professional teacher development [32]. Moreover,
supervision conducted through coaching and reflective mentoring has been shown to be
effective in promoting sustainable changes in teachers’ instructional practices. Thus, the
findings at the implementation stage demonstrate that intensive and contextual principal
supervision is capable of enhancing teachers’ skills, confidence, and creativity in
integrating ICT into instruction. Effective supervision implementation serves as a bridge
between planning and the achievement of the objectives of improving teachers’ ICT
competence in primary schools.

https://doi.org/10.58421/gehu.v5i1.1010 812 3.4 Monitoring and Evaluation of
Principal Supervision for Enhancing Teachers’ ICT Competence Based on the research
findings at SDN Jembatan Besi 03 Pagi and SDN Tanah Sereal 03 in Tambora District, the
monitoring and evaluation (controlling) function of academic supervision was implemented
continuously to ensure the achievement of the objectives of improving teachers’ 2
information and communication technology (ICT) competence. Supervision was not limited
to administrative aspects but also focused on evaluating teachers’ effectiveness in
integrating technology into the 3 teaching and learning process. The principals conducted
monitoring of supervision implementation through classroom observations, reviews of ICTbased instructional materials, and evaluations of teacher mentoring outcomes. The
monitoring instruments used included indicators of digital media use, student engagement,
and alignment of technology use with instructional objectives. This approach enabled
principals to obtain an objective picture of teachers’ ICT competence over time. Monitoring
was also carried out through periodic reporting and reflective reviews of supervision
outcomes. Teachers were asked to submit brief reports on their 2 use of digital media in
instruction, including the challenges encountered and the strategies they had applied. The
results of this monitoring were then discussed in joint evaluation forums involving the
principals and supervision teams. This is reflected in the following statement from the
principal: “After supervision, we always conduct joint evaluations. Teachers share what has
worked well and what remains challenging, so that we can determine appropriate follow-up
actions.”(Principal, interview, June 3, 2025) The findings indicate that supervision
evaluation was used as a basis for decisionmaking to improve and further develop
subsequent supervision programs. Teachers who continued to experience difficulties in
using ICT received additional mentoring, while those who demonstrated strong
competence were given opportunities to share best practices with their colleagues. This
strategy fostered a culture of reflection and collaborative learning within the school
environment. One teacher stated: “From the supervision evaluation, we understand which
areas need improvement. The principal does not place blame, but provides guidance and

solutions so that we can perform better in the future.”(Grade V teacher, interview, June 10,
2025) Continuous monitoring also enabled principals to assess the impact of supervision
on instructional quality. Observation results showed increased use of varied, interactive
digital media and greater student engagement in the learning process. These findings
indicate that the controlling function was not merely corrective, but also oriented toward
strengthening and continuously developing teachers’ competencies. 5 The findings of this
study are consistent with Terry’s management theory, which emphasises that the
controlling function is crucial to ensuring activities are implemented in accordance with
established plans and objectives. Furthermore, a reflective, constructive evaluation
approach supports the development of a culture of continuous quality improvement within
schools.

https://doi.org/10.58421/gehu.v5i1.1010

813 Thus, the findings from the monitoring and

evaluation stage demonstrate that principals have effectively and humanely implemented
the controlling function of supervision. Supervision grounded in reflection and follow-up has
proven capable of strengthening teachers’ ICT competence and promoting the
sustainability of digital learning practices in primary schools. 3.5 Discussion The findings
of this study indicate that principal supervision management, implemented through the
functions of planning, organising, actuating, and controlling (POAC), plays a significant role
in enhancing teachers’ information and 6 communication technology (ICT) competence in
primary schools. These findings affirm that academic supervision managed systematically
and integratively functions not merely as a control mechanism but as a strategy for
sustainable professional teacher development. At the planning stage, 6 teacher
involvement in needs analysis and the formulation of supervision programs reflects a
participatory approach to school leadership. This approach reinforces Sergiovanni’s
assertion that effective leadership is built through collaboration and a shared sense of
ownership of institutional goals [33]. Needs-based supervision planning is also consistent
with the perspective of Glickman et al., who emphasise that supervision achieves optimal

impact when it is designed according to teachers’ contextual conditions and levels of
professional readiness [34]. In the context of digital transformation in education, planning
that is sensitive to teachers’ ICT capacities becomes a key determinant of the success of
technology-based learning development. The organising function of supervision,
characterised by team formation and role distribution based on individual competencies,
demonstrates the practice of distributed instructional leadership. This finding strengthens
the findings of Hallinger and Heck’s studies, which suggest that distributed leadership
enhances schools’ organisational capacity to manage change and foster instructional
innovation. By involving senior 1 teachers and school operators, supervision no longer
relies solely on the principal as an individual actor but becomes a collective responsibility.
This is particularly important in developing ICT competence, which requires collaboration
and shared learning among teachers. At the implementation stage, the principal’s role as
facilitator, coach, and role model was found to contribute to increased teacher confidence
and creativity in integrating ICT into instruction. This finding aligns with the concept of
instructional leadership, which emphasises principals’ direct involvement in instructional
practices as a key factor in improving teaching quality. Supervision conducted through
practical training, individual mentoring, and collaborative reflection demonstrates that a
coaching-oriented approach is more effective than purely evaluative supervision. DarlingHammond et al. argue that professional development grounded in authentic practice and
reflective processes has a more substantial impact on changes in teachers’ instructional
behaviour [35]. The monitoring and evaluation function 1 in this study indicates that
continuous, reflective supervision can foster a culture of professional learning within
schools. Evaluation was not merely 3 used to assess teacher performance, but served as
a basis for decision-making and for improving subsequent supervision programs. This
finding supports Terry’s

https://doi.org/10.58421/gehu.v5i1.1010 814 management theory, which
positions the controlling function as a feedback mechanism to ensure the sustainability and

effectiveness of management processes. Furthermore, a humanistic and constructive
evaluative approach aligns with Louis et al., 1 who found that cultures of reflection and
collective learning are positively correlated with improvements in instructional quality and
student learning outcomes. Overall, the findings of this study extend the discourse on
academic supervision by positioning the principal's managerial role as a strategic element
in the development of teachers’ ICT competence. Unlike previous studies that primarily
focused on specific supervision models or techniques, this study demonstrates that the
success of enhancing teachers’ ICT competence is strongly influenced by how principals
manage supervision holistically as an integrated system. Accordingly, POAC-based
supervision management can be viewed as a relevant and applicable conceptual
framework for supporting digital transformation in primary education. The theoretical
implications 1 of this study lie in strengthening the integration between classical
management theory and instructional leadership practices within the context of digital
education. Practically, the findings provide guidance for school principals and educational
policymakers in designing academic supervision that is adaptive, collaborative, and
oriented toward sustainable teacher competence development. This aligns with national
and global policy directions that position teachers’ digital literacy as a fundamental
foundation for improving educational quality in the digital era. 4. CONCLUSION This study
concludes that principal supervision management grounded in the integrated functions of
planning, organising, actuating, and controlling (POAC) plays a strategic role in supporting
the development of teachers’ information and communication technology (ICT)
competence in primary schools. Supervision implemented as a collaborative and
developmental process enables principals to foster sustainable professional learning,
strengthen 1 instructional leadership, and support teachers’ readiness to integrate digital
technologies into classroom practice. The study implies that adequate academic
supervision should be positioned as a managerial and pedagogical strategy rather than a
purely administrative function. However, this research is limited to a qualitative case study
in two public primary schools, which may restrict the transferability of its findings. Future

research is recommended to involve broader contexts, apply mixed or quantitative
approaches, and examine the long-term impact of supervision management on
instructional quality and student learning outcomes. Overall, this study contributes to the
general public by highlighting the importance of school leadership in advancing digital
learning and improving the quality of primary education in the digital era. REFERENCES
[1] N. K. E. Muliastrini, “New Literacy sebagai upaya peningkatan mutu pendidikan sekolah
dasar di abad 21,” J. Pendidik. Dasar Indones., vol. 4, no. 1, pp. 115–125, 2020. [2] E. Y.
Wijaya, D. A. Sudjimat, A. Nyoto, and U. N. Malang, “Transformasi pendidikan abad 21
sebagai tuntutan pengembangan sumber daya manusia di era global,” in Prosiding
Seminar Nasional Pendidikan Matematika, 2016, vol. 1, no. 26, pp. 263–278. [3] A. R.
Puteri, W. N. Nasution, and M. I. P. Nasution, “Integrasi teknologi informasi dan
komunikasi

https://doi.org/10.58421/gehu.v5i1.1010

815 dalam pendidikan: konsep, perkembangan,

dan inovasi media pembelajaran,” J. Pendidik. Indones. Teor. Penelitian, Dan Inov., vol. 5,
no. 4, 2025. [4] M. E. Kurniawan, Y. Arafat, and S. Eddy, “Manajemen Pembelajaran
Berbasis Teknologi Informasi Dan Komunikasi Di Sekolah Menengah Pertama Negeri 3
Sungai Lilin,” Strateg. J. Inov. Strateg. Dan Model Pembelajaran, vol. 1, no. 1, pp. 1–8,
2021. [5] A. Bandur, M. Hamsal, and A. Furinto, “21st Century experiences 1 in the
development of school-based management policy and practices in Indonesia,” Educ. Res.
Policy Pract., vol. 21, no. 1, pp. 85–107, 2022. [6] B. N. Iman, “Budaya literasi dalam dunia
pendidikan,” Conf. Elem. Stud., pp. 23–41, 2022. [7] P. He, F. Guo, and G. A. Abazie,
“School principals’ instructional leadership as a predictor of teacher’s professional
development,” Asian-Pacific J. Second Foreign Lang. Educ., vol. 9, no. 1, p. 63, 2024. [8]
O. K. T. Kilag and J. M. Sasan, “Unpacking the role of instructional leadership in teacher
professional development,” Adv. Qual. Res., vol. 1, no. 1, pp. 63–73, 2023. [9] R. Mestry, I.
Moonsammy-Koopasammy, and M. Schmidt, “The instructional leadership role of primary
school principals,” Educ. as Chang., vol. 17, no. sup1, pp. S49–S64, 2013. [10] H. D. Ali,

“Developing School-Based Instructional Supervision Materials in Enhancing School
Leaders’ Supervision Capacity for Competence-Based Curriculum Implementation in
Zanzibar.” University of Dodoma (Tanzania), 2021. [11] M. D. Tshelane, “Enhancing the
principal’s leadership role in the usage of information and communication technology at
school.” 1 University of the Free State, 2015. [12] G. Yongkun, A. Ahmad, and A.
Norhidayah, “Education Training, Principal’s Supervision and Teacher Performance in
Higher Vocational Colleges in China: Mediated by Teacher Competency,” 2023. [13] B. K.
OLADELE, A. O. SHEYIN, and K. C. IBE-MOSES, “THEORIES OF EDUCATIONAL
SUPERVISION,” Ed. Martins Fabunmi Nondwe Cynthia Phelokazi Ngibe Michael BoakyeYiadom Ayotunde Adebayo, p. 27. [14] N. Nalinda and S. Bahri, “ACADEMIC
SUPERVISION 1 OF SCHOOL PRINCIPALS THROUGH A COLLABORATIVE
APPROACH TO ENHANCE THE PEDAGOGICAL COMPETENCE OF ELEMENTARY
SCHOOL TEACHERS IN ACEH UTARA,” World Psychol., vol. 4, no. 3, pp. 592– 605,
2025. [15] A. Rusdiana, N. Huda, A. Mu’in, and A. Kodir, “The effectiveness of educational
supervision in increasing the teacher’s professional competence in the COVID-19
pandemic period,” Int. J. Innov. Creat. Chang., vol. 14, no. 5, pp. 918–942, 2020. [16] S.
Nur’aini, “Implementasi Project Penguatan Profil Pelajar Pancasila (P5) Profil Pelajar
Rahmatan Lil Alamin (P2RA) Dalam Kurikulum Prototife Di Sekolah / Madrasah,” J.
Pedagog., vol. 16, no. 1, pp. 84–97, 2023, doi: 10.63889/pedagogy.v16i1.156. [17] A. M.
Aries, “Implementasi projek penguatan profil pancasila tema kearifan lokal dengan
kontekstualisasi permainan tradisional,” J. Sinektik, vol. 5, no. 2, pp. 136–146, 2022. [18]
G. R. Terry, Principles Of Management. New York: Alexander Hamilton Institute, 1958. [19]
J. W. Cresswell, Research design : pendekatan metode kualitatif, kuantitatif, dan campuran
edisi keempat, 4th ed. Yogyakarta: Pustaka Pelajar, 2019. [20] A. Tashakkori and J. W.
Creswell, “The new era of mixed methods,” J. Mix. Methods Res., vol. 1, no. 1, pp. 3–7,
2007, doi: 10.1177/2345678906293042. [21] R. K. Yin, 1 Case study research and
applications. SAGE Publications US., 2017. [22] Adrias and A. Ruswandi, Desain
Penelitian Kuantitatif, Kualitatif, dan Mix Method. Depok: Rajawali Pers, 2025. [23] M. Q.

Patton, Qualitative research & evaluation methods: Integrating theory and practice. Sage
publications, 2014. [24] A. K. Shenton, “Strategies for ensuring trustworthiness in
qualitative research projects,” Educ. Inf., vol. 22, no. 2, pp. 63–75, 2004. [25] E. J. Tisdell,
S. B. Merriam, and H. L. Stuckey-Peyrot, Qualitative research: A guide to design and
implementation. John Wiley & Sons, 2025. [26] Y. Lincoln and B. Guba, “Naturalistic
inquiry. Beverly Hills: Sage Pulications.” Inc, 1985. [27] M. B. Miles, A. M. Huberman, and
J. Saldaña, Qualitative Data Analysis A Methods Sourcebook, Third Edit. United States of
America: SAGE Publications, Inc., 2014. [28] C. D. Glickman, S. P. Gordon, and J. M.
Ross-Gordon, Supervision 1 and instructional leadership: A developmental approach.
ERIC, 2001. [29] A. J. Romiszowski, Designing instructional systems: Decision making in
course planning and curriculum design. Routledge, 2016. [30] P. Hallinger, “Leadership for
learning: Lessons from 40 years of empirical research,” J. Educ. Adm., vol. 49, no. 2, pp.
125–142, 2011, doi: 10.1108/09578231111116699/full/html.

https://doi.org/10.58421/gehu.v5i1.1010 816 [31] M.-L. Schmitz, C. Antonietti, T.
Consoli, A. Cattaneo, P. Gonon, and D. Petko, “Transformational leadership for technology
integration in schools: Empowering 1 teachers to use technology in a more demanding
way,” Comput. Educ., vol. 204, p. 104880, 2023, doi:
https://doi.org/10.1016/j.compedu.2023.104880. [32] S. Papadakis, S. Kanadlı, A. Kardas,
T. Tülübaş, T. Karakose, and H. Polat, “Investigating 1 the Relationship Between
Leadership for Learning and Student Achievement Through the Mediation of Teacher
Performance: A Meta-Analytic Structural Equation Modeling (MASEM) Approach,”
Education Sciences, vol. 14, no. 12. 2024, doi: 10.3390/educsci14121320. [33] T. J.
Sergiovanni, R. J. Starratt, and V. Cho, “Supervision: A redefinition,” (No Title), 1993. [34]
S. M. Glynn and L. K. Winter, “Contextual Teaching and Learning of science in elementary
schools,” J. Elem. Sci. Educ., vol. 16, no. 2, pp. 51–63, 2004, doi: 10.1007/BF03173645.
[35] L. Darling-Hammond, “Teacher education around the world: What can we learn from
international practice?,” Eur. J. Teach. Educ., vol. 40, no. 3, pp. 291–309, 2017.

Sources
1

https://www.researchgate.net/publication/393024701_Challenges_and_Practices_of_Instructi
onal_Leadership_A_Qualitative_Inquiry_of_Principals'_and_Teachers'
INTERNET

3%

2

https://www.unesco.org/en/digital-competencies-skills/ict-cft

INTERNET

1%

3

https://teachers.institute/institutional-management/evaluation-essential-teaching-learningprocess/
INTERNET

<1%

4

https://www.zhihu.com/question
INTERNET

<1%

5

https://www.zhihu.com/question/359120820
INTERNET

<1%

6

https://www.researchgate.net/publication
INTERNET

<1%

EXCLUDE CUSTOM MATCHES

OFF

EXCLUDE QUOTES

OFF

EXCLUDE BIBLIOGRAPHY

ON