Instructional Leadership Strategies of School Principals in Promoting Teachers’ Instructional Innovation in the Era of Elementary Education Digitalization

Abstract

This study aims to describe the instructional leadership strategies of school principals in the era of elementary education digitalization, to describe the forms of teachers' instructional innovation in the digital era, and to analyze the supporting and inhibiting factors of principals' instructional leadership at SDN 18 Deteng Deteng. The research employed a qualitative approach with a descriptive design and was conducted at SDN 18 Deteng Deteng. The participants consisted of the principal and teachers, with data collected through observation, interviews, and documentation. Data analysis followed the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal three main results. First, the principal's instructional leadership strategy was realized through digitally oriented lesson planning, including the formulation of the school's vision-mission and digital lesson plans, routine academic supervision conducted every semester, monitoring and evaluation of learning, and the strengthening of academic culture through continuous teacher professional development. Second, teachers' instructional innovation was reflected in the use of digital technology such as Canva and YouTube, increased pedagogical creativity, strengthened digital literacy, and the implementation of learning that is more adaptive to students' needs. Third, supporting factors for instructional leadership included the principal's commitment, teacher motivation, and the availability of learning facilities, while inhibiting factors included limited technological facilities (a restricted number of LCD projectors), unstable internet connectivity, and uneven digital literacy among teachers. The study concludes that principals' instructional leadership plays a significant role in promoting teachers' instructional innovation, thereby enhancing the quality of learning to become more creative, effective, and aligned with the demands of 21st-century education.