THE ROLE OF VISIONARY LEADERSHIP IN ENHANCING TEACHERS’ DIGITAL COMPETENCE

Abstract

Digital transformation in education requires teachers to possess adequate digital competence in order to effectively integrate technology into the learning process. One of the strategic factors influencing the development of teachers’ digital competence is the visionary leadership of school principals. This study aims to analyze the effect of principals’ visionary leadership on teachers’ digital competence. The research employed a quantitative approach using a survey method. The respondents consisted of 120 teachers selected through proportional sampling techniques. Data were collected using a questionnaire that had been tested for validity and reliability. Data analysis was conducted using descriptive statistics and simple linear regression analysis with the assistance of Jamovi version 2.7.18. The results indicate that principals’ visionary leadership has a positive and significant effect on teachers’ digital competence. This is evidenced by a regression coefficient of 0.993 with a significance level of < 0.001. The coefficient of determination (R²) of 0.982 shows that 98.2% of the variance in teachers’ digital competence can be explained by principals’ visionary leadership, while the remaining variance is influenced by other factors outside the research model. These findings confirm that principals who are able to articulate a clear digital vision, support innovation, and encourage continuous professional development play a crucial role in enhancing teachers’ digital competence. This study provides both theoretical and practical implications for educational leadership in the digital era, emphasizing the importance of visionary leadership in driving school digital transformation. Furthermore, the findings may serve as a reference for policymakers in designing digital-based leadership development programs for school principals to improve the quality of teaching and learning in a rapidly evolving digital environment.