digital leadership; digital skills; digital innovation; PLCs; teachers’ technology integration

A’mar, F., & Eleyan, D. (2022). Effect of Principal’s Technology Leadership on Teacher’s Technology Integration. International Journal of Instruction, 15(1), 781–798. https://doi.org/10.29333/iji.2022.15145a Adisel, A., & Prananosa, A. G. (2020). The Use of Information and Communication Technology in Learning Management Systems during the Covid 19 Pandemic (Indonesian). Journal Of Administration and Educational Management (ALIGNMENT), 3(1), 1–10. https://doi.org/10.31539/alignment.v3i1.1291 AlAjmi, M. K. (2022). The impact of digital leadership on teachers’ technology integration during the COVID-19 pandemic in Kuwait. International Journal of Educational Research, 112, 101928. https://doi.org/10.1016/j.ijer.2022.101928 Almås, A. G., Bueie, A. A., & Aagaard, T. (2021). From digital competence to Professional Digital Competence. Nordic Journal of Comparative and International Education (NJCIE), 5(4), 70–85. https://doi.org/10.7577/njcie.4233 Antinluoma, M., Ilomäki, L., & Toom, A. (2021). Practices of Professional Learning Communities. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.617613 Arkorful, V., Barfi, K. A., & Aboagye, I. K. (2021). Integration of information and communication technology in teaching: Initial perspectives of senior high school teachers in Ghana. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10426-7 Abdul, L. (2020). The Role of Information and Communication Technology Literacy in Distance Learning During the Covid-19 Pandemic (Indonesian). EduTeach: Jurnal Edukasi Dan Teknologi Pembelajaran, 1(2), 108–116. https://doi.org/10.37859/eduteach.v1i2.1956 Alias, B. S., Nawawi, W., Nor, M. Y. M. (2023). Technology Integration among Teachers: The Role of Principal’s Technology Leadership Practices. Tuijin Jishu/Journal of Propulsion Technology, 44(2). https://doi.org/10.52783/tjjpt.v44.i2.1055 Balyer, A., Karatas, H., & Alci, B. (2015). School Principals’ Roles in Establishing Collaborative Professional Learning Communities at Schools. Procedia - Social and Behavioral Sciences, 197, 1340–1347. https://doi.org/10.1016/j.sbspro.2015.07.387 Banoğlu, K., Vanderlinde, R., Çetin, M., et al. (2022). Role of School Principals’ Technology Leadership Practices in Building a Learning Organization Culture in Public K-12 Schools. Journal of School Leadership, 33(1), 66–91. https://doi.org/10.1177/10526846221134010 Bingham, A. J. (2021). How Distributed Leadership Facilitates Technology Integration: A Case Study of “Pilot Teachers. Teachers College Record: The Voice of Scholarship in Education, 123(7), 1–34. https://doi.org/10.1177/016146812112300704 Bolam, R., Mcmahon, A., Stoll, L., et al. (2005). Creating and Sustaining Effective Professional Learning Communities. Education. Brown, B. D., Horn, R. S., & King, G. (2018). The effective implementation of professional learning communities. Alabama Journal of Educational Leadership, 53-59. Cheng, P. L. (2017). Professional Learning Community (PLC): Technology Integration at a Title I Elementary School, San Jose State University. Available online: http://www.proquest.com/en-US/products/dissertations/individuals.shtml (accessed on 2 April 2024). Chua, Y. P., & Chua, Y. P. (2017). Developing a Grounded Model for Educational Technology Leadership Practices. Ted Eğitim VE Bilim, 42(189). https://doi.org/10.15390/eb.2017.6705 Cifuentes, L., Maxwell, G., & Bulu, S. (2011). Technology Integration Through Professional Learning Community. Journal of Educational Computing Research, 44(1), 59–82. https://doi.org/10.2190/ec.44.1.d Cresswell, J. W., & Clark, V. P. (2014). Research Design, Qualitatif and Mixed Methods Approaches. Sage Publications Ltd. Davis, F. D. (1985). A technology acceptance model for empirically testing new end-user information systems: Theory and results [PhD thesis]. Massachusetts Institute of Technology. Delia, S. B. (2018). Information and Communication Technology Competence of Elementary/Middle School Teachers (Portraits, Factors, and Efforts to Improve) (Indonesian). Muallimuna: Jurnal Madrasah Ibtidaiyah, 3(1), 48-65. https://doi.org/10.31602/muallimuna.v3i1.954 Dexter, S., & Barton, E. A. (2021). The development and impact of team-based school technology leadership. Journal of Educational Administration, 59(3), 367–384. https://doi.org/10.1108/jea-12-2020-0260 Dexter, S., & Richardson, J. W. (2019). What does technology integration research tell us about the leadership of technology? Journal of Research on Technology in Education, 52(1), 17–36. https://doi.org/10.1080/15391523.2019.1668316 Doğan, S., & Adams, A. (2018). Effect of professional learning communities on teachers and students: reporting updated results and raising questions about research design. School Effectiveness and School Improvement, 29(4), 634–659. https://doi.org/10.1080/09243453.2018.1500921 Domeny, J. V. (2017). The relationship between digital leadership and digital implementation in elementary schools [PhD thesis]. Southwest Baptist University. Drossel, K., Eickelmann, B., & Gerick, J. (2016). Predictors of teachers’ use of ICT in school—the relevance of school characteristics, teachers’ attitudes and teacher collaboration. Education and Information Technologies, 22(2), 551–573. https://doi.org/10.1007/s10639-016-9476-y Edelberg, T. (2019). Emphasizing Technology Over Instruction: Adapting a 20-Year-Old Survey to Examine the Climate of K-12 Instructional Technology Leadership in Public School Districts. Journal of School Leadership, 30(3), 257–274. https://doi.org/10.1177/1052684619884783 Fornell, C., & Larcker, D. F. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104 Gerard, L. F., Bowyer, J. B., & Linn, M. C. (2007). Principal Leadership for Technology-enhanced Learning in Science. Journal of Science Education and Technology, 17(1), 1–18. https://doi.org/10.1007/s10956-007-9070-6 Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science, 1(2), 175. https://doi.org/10.21890/ijres.23596 Ghavifekr, S., & Wong, S. Y. (2021). Technology Leadership in Malaysian Schools. International Journal of Asian Business and Information Management, 13(2), 1–18. https://doi.org/10.4018/ijabim.20220701.oa3 Gyeltshen, L. G. (2021). Principals’ Technology Leadership Behavior and Teachers’ Use of Information and Communication Technology (ICT) in Bhutan. Suranaree Journal of Social Science, 15(2), 125–135. https://doi.org/10.55766/wirg3818 Hafiza Hamzah, N., Khalid, M., Nasir, M., & Abdul Wahab, J. (2021). The Effects of Principals’ Digital Leadership on Teachers’ Digital Teaching during the Covid-19 Pandemic in Malaysia. Journal of Education and E-Learning Research, 8(2), 216–221. https://doi.org/10.20448/journal.509.2021.82.216.221 Hair, J. F., Hult, G. T. M., Ringle, C. M., et al. (2021). Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R. In: Classroom Companion: Business. Springer International Publishing. Hämäläinen, R., Nissinen, K., Mannonen, J., et al. (2021). Understanding teaching professionals’ digital competence: What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge? Computers in Human Behavior, 117, 106672. https://doi.org/10.1016/j.chb.2020.106672 Harris, A., & Jones, M. (2018). Leading schools as learning organizations. School Leadership & Management, 38(4), 351–354. https://doi.org/10.1080/13632434.2018.1483553 Henseler, J., Ringle, C. M., & Sarstedt, M. (2014). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8 Henseler, J., & Sarstedt, M. (2012). Goodness-of-fit indices for partial least squares path modeling. Computational Statistics, 28(2), 565–580. https://doi.org/10.1007/s00180-012-0317-1 Hero, J. L. (2020). Exploring the Principal’s Technology Leadership: Its Influence on Teachers’ Technological Proficiency. International Journal of Academic Pedagogical Research, 4(6), 4-10. Hew, K. F., & Brush, T. (2006). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252. https://doi.org/10.1007/s11423-006-9022-5 Homburg, C., Klarmann, M., & Vomberg, A. (2022). Handbook of Market Research. Reference work. https://doi.org/10.1007/978-3-319-57413-4 Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45. https://doi.org/10.1016/j.tate.2017.05.016 Isaac, S., & Michael, W. (1971). Handbook in research and evaluation. In: Behavior Therapy, 2nd ed. Edit Publishers. ISTE-A. (2018). ISTE Standards for Education Leaders. International Society for Technology in Education (ISTE). Available online: https://www.iste.org/standards/iste-standards-for-education-leaders (accessed on 7 June 2024). Johnson, B., & Christensen, L. (2004). Educational Research, Quantitative, Qualitative, and Mixed Approach. Pearson. Karakose, T., Polat, H., & Papadakis, S. (2021). Examining Teachers’ Perspectives on School Principals’ Digital Leadership Roles and Technology Capabilities during the COVID-19 Pandemic. Sustainability, 13(23), 13448. https://doi.org/10.3390/su132313448 Karakose, T., & Tülübaş, T. (2023). Digital Leadership and Sustainable School Improvement—A Conceptual Analysis and Implications for Future Research. Educational Process International Journal, 12(1). https://doi.org/10.22521/edupij.2023.121.1 Kaschuluk, E. (2019). The impact of learning organization on teacher TPACK. Northeastern University. Kock, N. (2016). Non-Normality Propagation among Latent Variables and Indicators in PLS-SEM Simulations. Journal of Modern Applied Statistical Methods, 15(1), 299–315. https://doi.org/10.22237/jmasm/1462076100 Kuncoro, K. S., Sukiyanto, S., Irfan, M., et al. (2022). Improving Teachers’ Digital Literacy to Address Learning Issues in the Era of Covid-19 Pandemic (Indonesian). Abdi Wiralodra: Jurnal Pengabdian Kepada Masyarakat, 4(1), 17–34. https://doi.org/10.31943/abdi.v4i1.50 Lai, C., Wang, Q., & Huang, X. (2022). The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in‐service EFL teachers’ technology adoption. British Journal of Educational Technology, 53(5), 1389–1411. https://doi.org/10.1111/bjet.13200 Lee, D. H. L., & Ip, N. K. K. (2021). The influence of professional learning communities on informal teacher leadership in a Chinese hierarchical school context. Educational Management Administration & Leadership, 51(2), 324–344. https://doi.org/10.1177/1741143220985159 Lee, M., & Louis, K. S. (2019). Mapping a strong school culture and linking it to sustainable school improvement. Teaching and Teacher Education, 81, 84–96. https://doi.org/10.1016/j.tate.2019.02.001 Leong, M. W., Kannan, S., & Maulod, S. A. (2016). Principal Technology Leadership Practices and Teacher Acceptance of School Management System (SMS). Educational Leader (Pemimpin Pendidikan), 4, 89-103. Liu, S., Lu, J., & Yin, H. (2022). Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis. Teaching and Teacher Education, 109, 103571. https://doi.org/10.1016/j.tate.2021.103571 Mei, X. Y., Aas, E., & Medgard, M. (2019). Teachers’ use of digital learning tool for teaching in higher education. Journal of Applied Research in Higher Education, 11(3), 522–537. https://doi.org/10.1108/jarhe-10-2018-0202 Meier, L. T. (2019). Questioning the Problematic Nature of School Culture in Elementary Teacher Education. Journal of Culture and Values in Education, 2(1), 34–44. https://doi.org/10.46303/jcve.02.01.3 Napitupulu, B., & Wibawanta, B. (2022). Evaluation of the Professional Learning Community Program for Teachers in Indonesia. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(3), 534. https://doi.org/10.33394/jk.v8i3.5573 Navaridas-Nalda, F., Clavel-San Emeterio, M., Fernández-Ortiz, R., et al. (2020). The strategic influence of school principal leadership in the digital transformation of schools. Computers in Human Behavior, 112, 106481. https://doi.org/10.1016/j.chb.2020.106481 Newmann, F. M. A. A. (1996). Authentic achievement: Restructuring schools for intellectual quality: Vol. Jossey-Bas. Jossey Bass Publishers. Nolin, A. P. (2014). Framing Innovation: Do Professional Learning Communities Influence Acceptance of Large-Scale Technology Initiatives? Available online: http://hdl.handle.net/2345/3832 (accessed on 22 May 2024). Ohayon, A., & Albulescu, I. (2023). Influence Of Teachers Participation in Professional Learning Community on Their Teaching Skills. In: Proceedings of 10th International Conference Education, Reflection, Development (ERD 2022); 24 June 2022; Cluj-Napoca, Romania. pp. 445–451. Omar, M. N., & Ismail, S. N. (2020). Mobile Technology Integration in the 2020s: The Impact of Technology Leadership in the Malaysian Context. Universal Journal of Educational Research, 8(5), 1874–1883. https://doi.org/10.13189/ujer.2020.080524 Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., et al. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321–1335. https://doi.org/10.1016/j.compedu.2010.06.002 Owen, S. M. (2014). Teacher professional learning communities in innovative contexts: ‘ah hah moments’, ‘passion’ and ‘making a difference’ for student learning. Professional Development in Education, 41(1), 57–74. https://doi.org/10.1080/19415257.2013.869504 Pashmforoosh, R., Irby, B. J., Lara-Alecio, R., et al. (2023). Building school leaders’ instructional leadership capacity through virtual professional leadership learning communities. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1168734 Paulus, M. T., Villegas, S. G., & Howze-Owens, J. (2020). Professional Learning Communities: Bridging the Technology Integration Gap Through Effective Professional Development. Peabody Journal of Education, 95(2), 193–202. https://doi.org/10.1080/0161956x.2020.1745610 Piotrowsky, M. J. (2016). The effects of principal leadership on school culture and student achievement. ProQuest LLC. Prasojo, L. D., & Yuliana, L. (2021). How is Social Media Used by Indonesian School Principals for Instructional Leadership? Jurnal Cakrawala Pendidikan, 40(1), 70–80. https://doi.org/10.21831/cp.v40i1.32925 Purnomo, E. N., Imron, A., Wiyono, B. B., et al. (2023). E-Leadership, Technology Acceptance and Technological Self-Efficacy: Its Effect on Teacher Attitudes in Using Virtual Learning Environments. Pegem Journal of Education and Instruction, 13(4). https://doi.org/10.47750/pegegog.13.04.23 Raman, A., Thannimalai, R., & Ismail, S. N. (2019). Principals’ Technology Leadership and its Effect on Teachers’ Technology Integration in 21st Century Classrooms. International Journal of Instruction, 12(4), 423–442. https://doi.org/10.29333/iji.2019.12428a Rauch, F., & Steiner, R. (2013). Competences for Education for Sustainable Development in Teacher Education. Center for Educational Policy Studies Journal, 3(1), 9–24. https://doi.org/10.26529/cepsj.248 Rogers, E. (2003). Diffusion of innovations, 5th ed. The Free Press. Sangkawetai, C., Neanchaleay, J., Koul, R., et al. (2018). Predictors of K-12 Teachers’ Instructional Strategies with ICTs. Technology, Knowledge and Learning, 25(1), 149–177. https://doi.org/10.1007/s10758-018-9373-0 Saputra, N., Nugroho, R., Aisyah, H., et al. (2021). Digital Skill During Covid-19: Effects of Digital Leadership and Digital Collaboration. Jurnal Aplikasi Manajemen, 19(2), 272–281. https://doi.org/10.21776/ub.jam.2021.019.02.04 Sheninger, E. (2014). Digital Leadership; Changing Paradigm for Changing Times, 1st ed. Corwin A SAGE Company. Sheninger, E. (2019). Digital Leadership: Changing Paradigms for Changing Times. In: Proceedings of 13th International Technology, Education and Development Conference; 11-13 March 2019; Valencia, Spain. Simanjuntak, H., Maruli, S., & Silitonga, L. L. (2020). Revisiting Teacher Working Group in Indonesia. Universal Journal of Educational Research, 8(4), 1322–1325. https://doi.org/10.13189/ujer.2020.080423 Skantz-Åberg, E., Lantz-Andersson, A., Lundin, M., et al. (2022). Teachers’ professional digital competence: an overview of conceptualisations in the literature. Cogent Education, 9(1). https://doi.org/10.1080/2331186x.2022.2063224 Subandiyo. (2016). Improving Teachers’ Ability to Implement the Teaching and Learning Process through Group Supervision (Indonesian). Jurnal Manajemen Dan Supervisi Pendidikan, 1(1), 42–51. https://doi.org/10.17977/um025v1i12016p042 Sugiyono. (2019). Quantitative, Qualitative and R&D Research Methods (Indonesian). Alfabeta. Sunaengsih, C., Isrok’atun, I., Komariah, A., et al. (2020). The Implementation of Professional Learning Community in Elementary Schools. In: Proceedings of the 3rd Inernational Conference on Research of Educational Administration and Management (ICREAM 2019); 7 February 2020. Sunu, I. G. K. A. (2022). The Impact of Digital Leadership on Teachers Acceptance and Use of Digital Technologies. Mimbar Ilmu, 27(2), 311–320. https://doi.org/10.23887/mi.v27i2.52832 Sekolah, K. (n.d.). Available online: https://sekolah.data.kemdikbud.go.id (accessed on 2 April 2024). Thannimalai, R., & Raman, A. (2018). The Influence of Principals’ Technology Leadership and Professional Development on Teachers’ Technology Integration in Secondary Schools. Malaysian Journal of Learning and Instruction, 15(1), 201–226. https://doi.org/10.32890/mjli2018.15.1.8 Thoma, J., Hutchison, A., Johnson, D., et al. (2017). Planning for Technology Integration in a Professional Learning Community. The Reading Teacher, 71(2), 167–175. https://doi.org/10.1002/trtr.1604 Thyssen, C., Huwer, J., Irion, T., et al. (2023). From TPACK to DPACK: The “Digitality-Related Pedagogical and Content Knowledge”—Model in STEM-Education. Education Sciences, 13(8), 769. https://doi.org/10.3390/educsci13080769 Timan, A., Mustiningsih, M., & Imron, A. (2022). Principal’s Digital Leadership in Relation to Teacher Performance and Student Competencies in the 21st Century (Indonesia). Jurnal Administrasi Dan Manajemen Pendidikan, 5(4), 323–333. https://doi.org/10.17977/um027v5i42022p323 Tondeur, J., Devos, G., Van Houtte, M., et al. (2009). Understanding structural and cultural school characteristics in relation to educational change: the case of ICT integration. Educational Studies, 35(2), 223–235. https://doi.org/10.1080/03055690902804349 Tondeur, J., Krug, D., Bill, M., et al. (2015). Integrating ICT in Kenyan secondary schools: an exploratory case study of a professional development programme. Technology, Pedagogy and Education, 24(5), 565–584. https://doi.org/10.1080/1475939x.2015.1091786 Vanderlinde, R., van Braak, J., & Hermans, R. (2009). Educational technology on a turning point: curriculum implementation in Flanders and challenges for schools. Educational Technology Research and Development, 57(4), 573–584. https://doi.org/10.1007/s11423-009-9126-9 Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004 Vossen, T. E., Henze, I., De Vries, M. J., et al. (2019). Finding the connection between research and design: the knowledge development of STEM teachers in a professional learning community. International Journal of Technology and Design Education, 30(2), 295–320. https://doi.org/10.1007/s10798-019-09507-7 Wilson, B. G. (1996). Constructivist Learning Environments: Case Studies in Instructional Design. Educational Technology Publications. Yuting, Z., Adams, D., & Lee, K. C. S. (2022). The relationship between technology leadership and teacher ICT competency in higher education. Education and Information Technologies, 27(7), 10285–10307. https://doi.org/10.1007/s10639-022-11037-0 Zhong, L. (2017). The Effectiveness of K-12 Principal’s Digital Leadership in Supporting and Promoting Communication and Collaboration Regarding CCSS Implementation. Journal of Educational Technology Development and Exchange, 10(2). https://doi.org/10.18785/jetde.1002.04 Zhang, Y., & Cristol, D. (2019). Handbook of Mobile Teaching and Learning. Springer.