Digital Leadership Competence and Technology Integration Effectiveness in Post-Pandemic Classroom Practices
DOI:
https://doi.org/10.56404/jels.v5i1.148Keywords:
Digital Leadership, Technology Integration, Classroom Practices, Post-Pandemic LearningAbstract
This study investigates how digital leadership competence shapes the effectiveness of technology integration in post-pandemic classroom practices at MA Darunnajah Trenggalek. A qualitative case study design was applied to explore leadership strategies, teacher practices, and student learning experiences. Participants included the principal, teachers, and students selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis, then analyzed using thematic analysis involving coding, categorization, and interpretation. The findings show that digital leadership competence supports structured planning, continuous mentoring, and alignment between technology use and pedagogical goals. Teachers demonstrate increased confidence and creativity in integrating digital tools, leading to more interactive and student-centered learning environments. Technology integration is found to be effective when instructional design emphasizes engagement, collaboration, and meaningful learning activities. The study also reveals a dynamic relationship in which leadership competence strengthens teacher capacity, effective integration enhances student learning, and classroom feedback informs ongoing improvement. These findings highlight the importance of adaptive and sustained digital leadership in maintaining effective and responsive post-pandemic education.
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