1 PRINCIPAL LEADERSHIP STRATEGY IN FACING THE DIGITAL ERA 4.

0:
2 CREATIVE AND INNOVATIVE LEARNING
3 This study examines the strategies implemented by school principals to face the challenges of the
4 Digital Era 4.0, with a focus on how leadership influences technology integration in education.
5 This study uses a systematic literature review approach, analyzing studies that highlight the role
6 of e-leadership, visionary leadership, and transformational leadership in improving school
7 management and creating innovative learning environments. The study findings indicate that e-
8 leadership improves communication and organizational performance, while visionary leadership
9 ensures that technology integration is aligned with long-term educational goals. Leadership
10 training is identified as critical to preparing school principals with the skills needed to navigate
11 digital change and support teachers in adopting new technologies. In addition, this study
12 emphasizes the importance of integrating local cultural values into leadership practices, which
13 can foster creativity and entrepreneurship among students. The study also shows the
14 effectiveness of blended learning and interactive technologies, such as 3D mapping, in
15 improving student engagement and learning outcomes. In conclusion, effective leadership,
16 ongoing professional development, and strategic use of technology are critical to preparing
17 schools for success in the digital era.
18 Keywords:Principal Leadership Strategies, Digital Era 4.0, Innovative Learning, E-leadership,
19 Transformational Leadership
20 INTRODUCTION
21 The advancement of technology in education has revolutionized teaching and learning
22 processes. The growing incorporation of new technologies in education systems has significantly
23 contributed to the development of individuals by enhancing their skills through scientific
24 knowledge. Virtual tools have enabled more effective training, helping individuals acquire better
25 abilities and competencies (Pérez et al., 2023). Higher education has increasingly integrated
26 digital innovations like simulation, virtual reality, and gamification into learning designs to
27 improve the overall learning experience (Choi-Lundberg et al., 2023; Lamberti et al., 2020).
28 These technological advancements have led to improvements in teaching quality and self-
29 directed learning by offering various platforms and web tools with notable academic impact
30 (Chen, 2024; Pérez et al., 2023). Despite these benefits, challenges persist, including insufficient
31 infrastructure, lack of proper teacher training, and resistance to change in the education system
32 (Alzankawi, 2024). Moreover, Information and Communication Technology (ICT) has evolved
33 significantly from personal computers to cutting-edge innovations such as artificial intelligence,
34 which now plays a pivotal role in shaping the teaching and learning processes (Guaña-Moya et
35 al., 2022). ICT is also leveraged to achieve sustainable development goals, with strategies like
36 mobile learning and distance education playing an essential role in fostering inclusive and
37 flexible education (Carrión-Martínez et al., 2020).
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42 Figure 1: Development of IT Use in Education

43 Changes in learning needs reflect adaptation to the times, technology, and global
44 demands, which influence the development of curriculum and learning methods to ensure the
45 relevance and effectiveness of education. The impact of these changes is seen in the development
46 of the English curriculum, which now places greater emphasis on authentic communication
47 skills, increased use of technology in learning, and cross-cultural and professional skills relevant
48 to the workplace (Ziya et al., 2023). In addition, blended learning that integrates face-to-face and
49 online methods also shows that changes in student motivation are influenced by satisfaction and
50 frustration related to their basic needs, which have an impact on changes in motivation
51 independently and in combination (Du & Yang, 2024). Factors such as pandemics, conflicts and
52 economic inequality affect the learning needs of adults, which require more efficient integration
53 into society (Teacher, 2023). Learning needs assessments involving quantitative, mixed, and
54 qualitative methods have been shown to be more reliable in providing relevant data (Choi &
55 Park, 2023). However, challenges in assessing professional learning needs remain, with further
56 research needed to improve the rigor of these assessments (Al-Ismail et al., 2022). In addition,
57 curriculum change is often viewed as a dilemma that requires a transformation from a
58 disciplinary content-based approach towards broader institutional goals and active learning
59 theories (Howson & Kingsbury, 2021).
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66 Table 1: Impact of Technology in Education

67

68 School leadership plays a crucial role in addressing evolving learning needs. Strong
69 leadership enhances teaching, fosters a positive school culture, and drives student success by
70 motivating stakeholders (Bush, 2021; Jongyung, 2024; Tang, 2023). Key elements of educational
71 leadership include developing vision and mission, instructional leadership, organizational
72 management, professional development, community engagement, assessment, and ethical
73 leadership (Jongyung, 2024). Leadership effectiveness is assessed through goal achievement,
74 teacher satisfaction, student engagement, community involvement, communication, innovation,
75 resource management, and professional growth (Jongyung, 2024). Practices like instructional
76 leadership improve academic outcomes and teacher satisfaction, influenced by the school context
77 and principal’s qualifications (Ahn & Wang, 2024; Tang, 2023). Transformational leadership is
78 deemed the most effective for enhancing students' educational experiences and meeting
79 institutional objectives (Huangal-Scheineder et al., 2024). However, challenges like time
80 constraints and knowledge gaps require shared leadership roles with middle leaders skilled in
81 curriculum (Bush, 2023). The principal must also balance leadership with administration to
82 strengthen the school’s culture as a change agent (Miķelsone et al., 2023).
83 Creative and innovative learning plays an important role in preparing the next generation
84 to adapt to technology and changing times. In the ever-evolving digital era, creativity is an
85 essential skill, especially amidst the acceleration of technology triggered by the COVID-19
86 pandemic, which emphasizes the importance of creative thinking, flexibility, and innovation
87 (Henriksen et al., 2021). Education that supports creativity not only meets the demands of today's
88 technology, but also forms a young generation that is ready to face future challenges and
89 improves their problem-solving skills (Anaktototy, 2023). In Australia, technological advances
90 such as artificial intelligence and big data analytics have transformed many aspects of education,
91 demanding adjustments to economic structures and increasing emphasis on creative and
92 analytical skills in the face of changing social and economic dynamics (Nguyen, 2020).
93 Therefore, future-oriented education and creativity pedagogy are very important to equip
94 students with critical thinking skills, long-term planning, and decision-making based on various
95 scenarios, so as to be able to produce leaders who are ready to face and shape the world of the
96 future (Isidori et al., 2023).
97 In this study, the author identified several key issues related to the principal's leadership
98 strategy in facing the digital era 4.0, especially related to the implementation of creative and
99 innovative learning. One of the main issues faced is how principals can design and implement
100 effective leadership strategies to facilitate the transition to the digital era, given the challenges in
101 integrating technology in learning and developing a curriculum that is in accordance with the
102 demands of digitalization. In addition, there are major challenges in overcoming resistance to
103 change, limited resources, and lack of adequate training for teachers. Through the Systematic
104 Literature Review (SLR) method, this study aims to identify key trends, concepts, and
105 publications relevant to the topics of educational leadership, technology implementation, and
106 curriculum development, in order to provide insight into how principals can overcome these
107 challenges and create a creative and innovative learning environment in facing digital demands.
108 This study aims to identify effective leadership strategies implemented by principals in
109 facilitating creative and innovative learning in the digital era 4.0. Through the SLR approach,
110 this study analyzes trends and concepts related to educational leadership, technology
111 implementation, and curriculum development that are relevant to the needs of digitalization in
112 the world of education. This study will focus on literature searches from credible scientific
113 databases, using specific keywords related to "educational leadership", "creative and innovative
114 learning", and "digitalization". The benefits of this study are enormous, not only for the world of
115 education in general, but also for principals and teachers in formulating more effective policies to
116 support creativity and innovation in learning. In addition, this study can also contribute to
117 formulating educational policies that are more responsive to technological changes, which in turn
118 will improve the quality of education and prepare students to face increasingly complex future
119 challenges.
120 This study has several limitations that need to be considered to maintain the focus and
121 relevance of the analysis. The relevant time period for the analysis includes literature published
122 between 2011 and 2024, with the aim of identifying the latest trends in leadership policies and
123 strategies that focus on the digitalization of education. This study also focuses on articles
124 originating from Indonesia. These limitations are important so that the study remains focused on
125 a specific topic and provides an accurate picture of the role of leadership in adapting learning in
126 the digital era.
127 METHOD
128 This study focuses on understanding the strategies implemented by school principals in
129 adapting to the challenges of the Digital Era 4.0, especially in fostering a creative and innovative
130 learning environment. This study was conducted with an in-depth systematic literature review
131 and aims to identify key leadership approaches that enhance the integration of digital tools and
132 methodologies in educational environments. The literature review approach is considered the
133 most appropriate methodology to achieve this goal, as it allows researchers to explore various
134 sources of previous theories and research. By analyzing relevant studies, this methodology
135 provides a strong foundation in understanding the concepts and best strategies to address the
136 problems faced. This approach also helps in identifying trends and best practices that have
137 proven effective, so that they can provide the right solutions to achieve the research objectives.
138 Prisma Protocol
139 The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses)
140 protocol has been applied in various research fields to improve transparency and quality of
141 reporting, such as in artificial intelligence governance identifying knowledge gaps.(Birkstedt et
142 al., 2023), a study of academic self-concept showing gender differences in STEM achievement
143 (Wang & Yu, 2023), a review of oral HPV lesions in children to understand the role of HPV
144 vaccination(Di Spirito et al., 2023), integration of neuroscience in education to improve the
145 learning process (Gkintoni et al., 2023), as well as the development of sustainable agricultural
146 indicators based on renewable energy (Bathaei & Štreimikienė, 2023). In addition, PRISMA is
147 used in software engineering to improve reporting of secondary studies through the SEGRESS
148 guide (Kitchenham et al., 2023). The comprehensive data collection approach, as well as the
149 careful and detailed procedures carried out, ensure that our methods are in line with the
150 guidelines for producing a high-quality literature review. This systematic approach is appreciated
151 for following a pre-established protocol, which aims to perform a data synthesis that includes
152 relevant material that can be replicated and built upon previous research. The literature review
153 process was carried out in accordance with the PRISMA guidelines, ensuring transparency at
154 every stage of data collection and analysis. As support, a complete PRISMA checklist is included
155 in the supplementary materials to provide a clear picture of the implementation of the procedure.
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173 Figure 2. Prisma Flow Diagram

174 Timeline
175 Industry 4.0, which was first introduced in the early 2010s, marks an era of digital
176 transformation driven by technologies such as the Internet of Things (IoT), artificial intelligence,
177 and automation, which are transforming various industrial and business sectors (Yaqub &
178 Alsabban, 2023). This technology has revolutionized business practices and operational models,
179 including in the healthcare sector through innovations such as wearable devices and virtual
180 reality.(Stoumpos et al., 2023). Despite its great potential, the adoption of Industry 4.0 faces
181 challenges related to technology integration and security issues, as well as social and economic
182 impacts including environmental sustainability and corporate growth (Yaqub & Alsabban, 2023).
183 Based on the history of the emergence of Dogital era 4.0 in the 2010s, we focus on the period
184 2011-2024.
185 Search strategy
186 The search strategy began by searching database articles derived from SCOPUS. This
187 search strategy was used to identify the search strings that yielded the most appropriate results
188 based on the following terms:“Principal Leadership”,“Digital Era 4.0”, “Education 4.0”,
189 “Principal Leadership” AND/OR “Digital Age” AND/OR “Digital Era”, AND/OR “4.0”,
190 “Education 4.0” AND/OR “Innovative Learning” AND/OR "creative learning".
191 Inclusion and Exclusion Criteria
192 The screening process was conducted following the PRISMA protocol (Figure 2). We
193 involved two reviewers to ensure that the screening process was reliable and robust. Articles had
194 to meet the following criteria:
195 1. Published in Scopus indexed journals;
196 2. Studies published between 2011 and 2024;
197 3. Research that is only in the form of articles
198 4. Research published in English only;
199 5. Only research papers that fall within the scope of social science;
200 6. Only articles originating from Indonesia.
201 7. Only articles that have open access
202 The above criteria are used to obtain articles that are truly in accordance with the research
203 objectives, articles that are filtered based on the year have excluded 53 articles. Then the next 88
204 articles are excluded because they are not pure articles, but they are books, review proceedings
205 and so on. 21 articles are also excluded because they do not meet the criteria for English-
206 language articles, then we narrow the criteria to articles that must be in the scope of social
207 science. Furthermore, requiring the criteria for articles originating from Indonesia to eliminate
208 199 articles. And finally the article must be open access for eligibility.
209 Results
210 Initial Findings
211 After applying the inclusion criteria in the selection process, a final 38 studies were
212 selected for review. Most of the studies analyzed used quantitative methods, with 10 studies
213 applying this approach, including variations such as SEM, survey, and explanatory. Qualitative
214 methods were used in 4 studies, most of which were case study-based, while other methods such
215 as PLS-SEM, experimental, and review were used in one study each. The results of each study
216 are presented in Table 1. Most studies involved principals, teachers, and students. The main focus
217 of the studies was on the influence of principal leadership on various aspects of education, such
218 as improving the quality of learning, community relations, and school organizational
219 management. Several studies also explored the application of innovative leadership models, such
220 as creative leadership that supports the SDGs, as well as the evaluation of leadership
221 management in special situations, such as the COVID-19 pandemic. The findings suggest that
222 principal leadership plays a significant role in creating adaptive and innovative educational
223 environments, with quantitative approaches being dominant in analyzing its effects, and
224 qualitative approaches being used to explore specific phenomena such as collaboration and
225 professional development.
226 Table 1. Analysis of literature content
No. Article Title Author Method Participant Research purposes Main Finding
“The Influence of Principals' e- Examining the impact of principal E-leadership directly improves
Leadership on the Effectiveness of 200 school principals in e-leadership on the relationship school community relations and
1 (Wiyono et al., 2023) Quantitative
Schools' Public Relations and Indonesia between the school community and indirectly improves school
Organizational Improvement” organizational development. organization.
“Actualization of Principal's Visionary Explains the principal's forward- The principal's visionary leadership
Leadership in Improving Teacher Skills Qualitative (case Principals, teachers and thinking leadership in advancing enhances learning innovation
2 (Liswati et al., 2023)
in Managing Learning Innovations in study) educational staff educational innovation. through continuous supervision and
Senior High Schools” . evaluation.
Examining the connection between Hindu principal leadership, school
“The Relationship of Supporting Factors
(Paramartha et al., 256 Hindu religious enabling factors and the culture, and work motivation
3 That Influence the Performance of Quantitative (survey)
2023) teachers performance of Hindu religious significantly influence teacher
Hindu Religious Teachers”
educators. performance.

“Analysis of Confirmatory Factors of Examining the leadership elements All factors in the vocational school
(Sukmara et al., Teachers, principals, and
4 Principals' Leadership Training of Quantitative (CFA) of vocational school principals principal leadership training
2023) students
Vocational High School” using confirmatory factor analysis. instrument are valid and reliable.

Exploring leadership strategies Local cultural values help develop

“School Principal's Wanua Mappatuo
(Bumbungan et al., Qualitative (case Principal, teachers and based on local culture in fostering school entrepreneurship by
5 Naewai Alena Leadership: A Strategy to
2022) study) students school entrepreneurship enhancing students' creativity and
Develop School Entrepreneurship”
development. independence.
The combined influence of
Examining the impact of principal
principal leadership, organizational
“Factors Affecting Teacher 385 high school teachers leadership, organizational culture,
6 (Kanya et al., 2021) Quantitative (survey) culture, and teacher competence
Performance” in Bandung and teacher competence on teacher
accounted for 68.12% of the
performance.
variance in teacher performance.
Character education enhances
“The Effect of Strengthening Character Examining the impact of character
tolerance and the Pancasila profile
Education on Increasing Tolerance and Quantitative (SEM- 180 grade 11 students in education on tolerance and the
7 (Zakso et al., 2021) of students, with key indicators
Development of Pancasila Students in LISREL) West Kalimantan Pancasila student profile in border
including the active involvement of
Border Areas” regions.
community leaders.
Examining how principal leadership Principal leadership influences
“Teacher's Performance, Facilities and 304 students and 98
(Wulandari et al., Quantitative influences teacher performance, teacher performance and school
8 Students' Achievements: Does vocational school teachers
2021) (explanatory) school facilities, and student facilities, but is not a mediating
Principal's Leadership Matter?” in Surabaya
achievement.. variable.
Examining the leadership styles that Transformational leadership has a
“The Effectiveness of Principal
(Purnomo et al., 100 teaching staff at were most effective in managing more significant positive impact on
9 Leadership Styles in Crisis Quantitative (SEM)
2021) Islamic schools crises in schools during the COVID- crisis management compared to
Management”
19 pandemic. other leadership styles.
Women's democratic and inclusive
“Women and Leadership Style in School Analyzing women's leadership
(Mulawarman et al., Principal and staff at SDN leadership style is effective in
10 Management: Study of Gender Qualitative approaches in school management
2021). 002 Muara Badak creating a positive management
Perspective” through the lens of gender.
climate.
“Good School Governance: An Examining the connection between
Good school governance improves
Approach to Principal's Decision- 838 principals, vice school governance and the
11 (Supriadi et al., 2021) Quantitative (SEM) the participation and quality of
Making Quality in Indonesian principals, teachers effectiveness of principal decision-
principal decision-making.
Vocational School” making.

“The Determinant Factors of School Examining the leadership factors Principal leadership and political
650 junior high school
12 Organizational Change in Madura, East (Rozikin et al., 2021) Quantitative (SEM) and political pressures that impact pressure are major factors in school
principals in Madura
Java, Indonesia” organizational change in schools. organizational change.

Analyzing the implementation of

“Model of Holistic Education-Based Teachers and students at Holistic education includes
(Rianawaty et al., Qualitative (case holistic education and identifying
13 Boarding School: A Case Study at State Senior High School academics, entrepreneurship, and
2021). study) the factors that support and hinder
Senior High School” 10 Malang student character development.
its success.
“Influence of the Principal's Digital Examining the impact of digital The principal's digital leadership
Leadership on Reflective Practices of (Agustina et al., 637 vocational school leadership by school principals on has a direct impact on teachers'
14 Quantitative (SEM)
Vocational Teachers Mediated by Trust, 2020) teachers in Malang the reflective practices of teachers in work engagement and reflective
Self-Efficacy, and Work Engagement” vocational high schools. practices.

8 principals and 16 Examining the leadership behaviors Situational principal leadership

“The Impact of Leadership Behavior on (Hidayat & Qualitative
15 private junior high school of school principals and their effects behavior significantly influences
School Performance” Wulandari, 2020) (phenomenology)
teachers on overall school performance. school performance.

Assessing the leadership model of

“The Effect of Principals' Leadership (Indra, Kustati,
principals and the key Principal leadership significantly
16 towards Effective Learning at an Saregar, Warnis, et Quantitative 100 students
characteristics that contribute to the influences effective learning
Indonesian Secondary School” al., 2020)
effectiveness of schools.
2,730 participants
“Increasing School Effectiveness Examining how principal leadership Principal leadership and teacher
(principals, teachers,
17 Through Principals' Leadership and (Mulyani et al., 2020) Quantitative and teacher performance influence performance have a significant
students, school
Teachers' Teaching Performance” the overall effectiveness of schools. impact on school effectiveness.
committees)
Examining the factors that affect
“Factors Influencing the Principal's Principals' training and work
(Winingsih & principal leadership and how they
18 Leadership and Its Impact on Learning Quantitative-SEM 120 teachers experience positively influence the
Sulistiono, 2020) impact the quality of learning in
Quality and Learning Outcomes” quality of learning
schools.
“The Influence of Government Policy, Examining how government
Government policies and parental
Leadership Principles, and Participation (Winingsih et al., policies, principal leadership, and
19 Quantitative-FGD 120 teachers participation strengthen teacher
of Parents on Strengthening Teacher 2019) parental involvement influence
organizations
Organizations” teacher organizations in schools.
Investigating the role of school
A strong school culture results in
“School Culture to Serve Performance 12 participants (6 leaders, culture in madrasas and its effect on
20 (Abdullah, 2019) Qualitative better academic and non-academic
of Madrasas in Indonesia” 6 teachers) both academic and non-academic
achievements
outcomes.
Incentive rewards and work
“The Effect of Incentive Reward,
Examining the impact of incentives, motivation directly influence
School Principal Leadership, Work Ex post facto, Path 241 teachers from senior
21 (Nasution, 2018) principal leadership, and work teacher performance; school
Motivation on the Performance of analysis high schools in Medan
motivation on teacher performance. principal leadership has an indirect
Senior High School Teachers in Medan”
effect through work motivation
Cross-sectional This study aims to examine the
“Transformational Leadership and Perceived transformational
survey, Descriptive relationship between
Organizational Citizenship Behavior of 418 teachers from 40 leadership positively affects
statistics, Correlation transformational leadership and
22 Virtual Teaching During the COVID-19 (Gunawan, 2023) elementary schools in organizational citizenship behavior,
analysis, Mediation organizational citizenship behavior
Pandemic in Indonesia: The Mediating Blitar District, Indonesia with job satisfaction serving as a
analysis using Hayes in virtual teaching, with job
Role of Job Satisfaction” mediator.
Process Model 4 satisfaction serving as a mediator.
This study aims to evaluate the
impact of school principal
leadership on effective learning The principal's effective leadership
100 students from 10
“Leadership evaluation and effective Quantitative methods, within an inclusive school setting. It is a key factor in promoting
study groups at an
23 learning in an inclusive high school in (Damri et al., 2023) Surveys, Interviews, focuses on how leadership practices successful learning within an
inclusive state high school
Padang, Indonesia” Documentation influence the learning environment inclusive school setting.
in Padang, Indonesia
and support the diverse needs of all
students in inclusive educational
contexts.
This study aims to assess how
principal leadership management
The principal's leadership during
was implemented during the Covid-
the pandemic fell short of meeting
“Evaluation of Implementation of Evaluation study High school principals 19 pandemic. It examines the
(Supriatna et al., the necessary standards, which
24 Principal Leadership Management using discrepancy and teachers in Ketapang strategies and approaches taken by
2023) affected the quality of online
During the Covid-19 Pandemic” model (gaps) Regency, Indonesia school leaders to navigate the
learning and student performance.
challenges posed by the pandemic
and ensure continued educational
delivery.
25 “Integrated Leadership Effect on (Baharuddin & Survey, Partial Least 504 teachers in Indonesia This study explores how integrated Integrated leadership has a positive
leadership influences teacher
satisfaction, with a focus on the
mediating roles of teacher
impact on teacher job satisfaction,
collaboration and professional
Teacher Satisfaction: Mediating Effects Square Structural with teacher collaboration and
Muhammad Idkhan, development. It aims to understand
of Teacher Collaboration and Equation Modeling professional development serving
2023) how leadership practices that
Professional Development” (PLS-SEM) as mediators in this relationship.
promote collaboration and
professional growth contribute to
enhancing overall teacher
satisfaction.
Quantitative research,
Leadership capability, To identify how leadership Leadership capabilities and school
“Leadership capabilities and
Organizational 133 low-cost Islamic capabilities and organizational culture have a positive influence on
organizational culture on the agility of (Wijayanti et al.,
26 culture, private high schools in culture influence organizational school agility, with Istiqamah acting
low-cost Islamic education 2024)
Organizational agility, Jakarta agility in Islamic-based low-cost as a mediating variable in this
organizations”
Mediation of private schools process.
Istiqamah
Quantitative, Survey
31 teachers and
“The Power of Principal Leadership in methods, Correlation To evaluate the impact of principal Principal leadership explains 81.2%
27 (Purhasanah, 2024) administrators from MI
Boosting School Quality” analysis, Data leadership on school quality of the variation in school quality
Al-Ikhlas Cikawung
analysis with SPSS
Correlational method,
“Aligning Principal Leadership and Quantitative There is a significant relationship
To explore the relationship between
Teacher Roles with the Demographic approach, Data 364 teachers from 34 between principal leadership and
principal leadership, teacher roles,
28 Bonus Towards Golden Indonesia 2045: (Badawi et al., 2024) collected through vocational high schools in the demographic bonus, as well as
and the demographic bonus in
The Case Study of a Vocational High proportional random Lampung between teacher roles and the
vocational high schools
School” sampling, Pearson demographic bonus.
correlation
Quantitative research, Teachers across primary, Principal leadership and the teacher
To explore the impact of principal
“Navigating the Dynamics of Teacher Mediation model, secondary, and high work climate significantly improve
(Rachmadi et al., leadership, supervisory supervision,
29 Job Satisfaction: Leadership, Moderating effect of schools in diverse job satisfaction, with teacher
2024) and teacher work climate on teacher
Supervision and Performance” work motivation, Data geographic and economic performance acting as a mediator in
job satisfaction
analysis using SPSS settings in Indonesia this relationship.
Qualitative, Case High school principals
To study the application of creative
“Creative Leadership: An Implementing study, Multicase and teachers in Creative leadership models have a
and transformative leadership
Study of Transformative Leadership design, Data collected Muhammadiyah-based significant impact on improving
30 (Hamid et al., 2024) models in high schools for
Models in High School for Sustainable through observation, Islamic boarding schools teacher performance and promoting
promoting sustainable development
Development Goals” interviews, and in Yogyakarta and SDGs in Islamic boarding schools
goals
documentation Sukoharjo
31 “Integrating Principal Leadership and (Halomoan et al., Correlational method, 364 vocational high To examine the relationship between Principal leadership and teacher
Teacher Roles with AI-Based 'Merdeka' 2024) Quantitative school teachers from principal leadership, teacher roles, roles positively correlate with
Curriculum Innovation: The approach, Pearson Padang and the implementation of AI-driven successful AI-based curriculum
Quantitative Research” product moment 'Merdeka' curriculum innovations in innovation implementation
correlation, Multiple vocational high schools
correlation
Qualitative method, To explore how the Fourth
The paper proposes that 4IR creates
Talent mapping, Educators from various Industrial Revolution (4IR)
“Developing Talents vis-à-vis the a demand for new talent that
32 (Anshari et al., 2021) Conceptual sectors impacted by influences talent management and
Fourth Industrial Revolution” integrates both machine-centric and
framework, Industry 4.0 the skills needed for the future
human-centric job characteristics
Interview-based data workforce
This study aims to investigate the
Qualitative case study, ICT integration has a positive
20 vocational high school impact of ICT integration on the
“Impact of ICT Integration on the ICT integration, impact on teachers' TPACK,
teachers majoring in development of TPACK
33 Development of Vocational High School (Istiningsih, 2022) Evaluation of RPP enhancing their ability to resolve
Computer and Network (Technological Pedagogical Content
Teacher TPACK in the Digital Age 4.0” (lesson plans), online learning challenges and
Engineering Knowledge) for vocational high
TPACK framework assess student learning
school teachers in Indonesia.
Covariance-based
This study aims to assess the impact
structural equation Industrial Education 4.0
312 postgraduate students of Industrial Education 4.0 on data
“Industrial education 4.0: The role of modeling, significantly impacts data,
34 (Suparno et al., 2023) from 32 study programs literacy, technological literacy, and
human, technology, and data literacy” Confirmatory factor technology, and human literacy
in Indonesia human literacy among postgraduate
analysis, Structural among postgraduate students
students.
model analysis
This study aims to analyze the
enhancement of concept mastery
“Schneeball-Wirbelgruppe Learning 13 second-semester The model positively impacted
Experimental (Pretest- and critical thinking skills in
35 Model: Improving Students' Concept (Akihary et al., 2024) students of German students' concept mastery and
Posttest) German language students through
Mastery and Critical Thinking” language education critical thinking skills
the use of the Schneeball-
Wirbelgruppe learning model.
This study aims to identify key
leadership factors for principals of
“Dominance One-Roof Schools Quantitative (Factor 147 principals, teachers, Spiritual leadership was the
(Juharyanto et al., One-Roof Schools in rural areas,
36 Principal Excellent Leadership in the and Descriptive committees, supervisors, dominant factor contributing to
2021) focusing on the challenges and
Digital Age” Analysis) and educational officers effective leadership in rural areas
opportunities presented by the
digital age.
To develop 3D aerial imagery-based
“3D Map of Dry Land Use Based Aerial Development The 3D map, validated by experts,
dry land maps as an innovative
37 Image as Learning Media in Era of (Aristin et al., 2020) Research (Product Geography students was feasible for use in teaching land
learning medium for land resource
Education 4.0” Design Validation) resource evaluation
evaluation
This study investigates the impact of
student-centered principles within
“May Student-Centered Principles Amiruddin, Fiskia Student-centered principles in the
Quantitative (Survey, the Merdeka Curriculum on active
Affect Active Learning and Its Rera Baharuddin, 555 vocational high curriculum positively impact active
38 Structural Equation learning, and how this approach
Counterpart? An Empirical Study of Takbir, Wirawan school students learning, leading to enhanced
Modeling) influences self-regulated, self-
Indonesian Curriculum Implementation” Setialaksana student engagement and autonomy
directed, and self-determined
learning.
227 RESULT
228 1. Principal Leadership in the Digital Era 4.0
229 In the digital era 4.0, principal leadership plays a very important role in managing
230 change and technology in education. E-leadership is one of the main factors that influence
231 school community relations and organizational improvement. Wiyono et al. showed that e-
232 leadership can improve relations with the school community and improve school
233 organizations directly, especially by using digital tools that facilitate transparent
234 communication between principals, staff, students, and parents (Wiyono et al., 2023). The
235 principal's visionary leadership also has a very significant role in driving learning innovation
236 in schools. Liswati et al. found that principals with a clear vision can drive continuous
237 evaluation and supervision, leading to increased learning innovation in high schools. A clear
238 vision also ensures that the application of technology in learning supports the school's long-
239 term goals (Liswati et al., 2023).
240 Principal leadership training is an important factor that improves teacher and student
241 performance. Sukmara et al. revealed that leadership training for principals in vocational
242 schools through confirmatory factor analysis has been proven to improve teacher and student
243 performance. This training ensures that principals are ready to manage the changes brought
244 by technology in the education system (Sukmara et al., 2023). In the context of local culture-
245 based leadership, Bumbungan et al. showed that local cultural values integrated into the
246 principal's leadership play an important role in developing entrepreneurship in schools. This
247 strengthens student creativity and builds entrepreneurial character that is relevant to local
248 culture and needs (Bumbungan et al., 2022).
249 2. The Influence of Leadership on Teacher Performance and Learning
250 Principal leadership not only impacts the school organization, but also teacher
251 performance and student learning outcomes. Kanya et al. (2021) showed that principal
252 leadership, organizational culture, and teacher competence significantly affect teacher
253 performance, with a 68.12% contribution to improving teacher performance in schools.
254 Leadership that supports a culture of collaboration and professional development directly
255 increases work motivation and teaching effectiveness. Purnomo et al. identified that
256 transformational leadership is very effective in managing crises, such as those that occurred
257 during the COVID-19 pandemic (Purnomo et al., 2021). Leadership that motivates and
258 inspires teachers and students to adapt to online learning models is essential in maintaining
259 the continuity of education. Transformational leadership helps maintain the spirit of teachers
260 and students amidst great challenges.
261 Principal leadership has also been shown to play an important role in influencing
262 character education in schools. Zakso et al. showed that character education led by an
263 effective principal can strengthen student tolerance and build a Pancasila student profile, with
264 indicators such as the active involvement of community leaders. This contributes to the
265 formation of better student character in border areas. Good school governance also greatly
266 influences the quality of principal decision making (Zakso et al., 2021). Supriadi et al.
267 revealed that transparency, accountability, and participation in decision-making can improve
268 the overall quality of school management. Principals who are able to lead with good
269 governance principles can make more effective decisions in managing resources and
270 improving the quality of education (Supriadi et al., 2021).
271 3. Innovative Learning and Use of Technology in the Digital Era 4.0
272 In the digital era 4.0, the use of educational technology is becoming increasingly
273 important. Aristin et al. developed a 3D map based on aerial imagery as an innovative
274 learning medium for land use evaluation, which has proven effective in improving students'
275 understanding of difficult material. This tool allows students to access and understand
276 previously difficult-to-understand information in a more visual and interactive way. Blended
277 learning, which combines face-to-face and online learning, is also a method that is
278 increasingly being implemented in schools (Purnomo et al., 2021). Du & Yang showed that
279 this model increases students' motivation and engagement, because they have more flexibility
280 in accessing learning materials. This supports the use of technology in education that is more
281 inclusive and adaptive to students' needs in the digital era (Du & Yang, 2024). Innovation in
282 AI-based learning is also increasingly important, especially in the implementation of the
283 'Merdeka' curriculum in vocational schools. Halomoan et al. showed that the leadership of
284 school principals who support the role of teachers and AI-based innovation can strengthen
285 the implementation of a curriculum that is more adaptive and relevant to technological
286 developments. Leadership that supports the implementation of this technology improves the
287 quality of learning and student learning outcomes in vocational schools (Halomoan et al.,
288 2024).
289 4. Leadership in Crisis Management and School Development
290 Crisis management is an important element in principal leadership, especially in the
291 face of profound changes such as the COVID-19 pandemic. Purnomo et al. showed that
292 transformational leadership style is very effective in managing crises, because it can inspire
293 and motivate teachers and students to stay enthusiastic even though they have to adapt to
294 online learning. Transformational leadership helps maintain enthusiasm and educational
295 performance even when faced with very difficult situations. In terms of educational quality,
296 Indra et al. revealed that principal leadership that focuses on effective learning produces
297 better learning outcomes (Indra, Kustati, Saregar, & Yusuf, 2020). Leadership that supports
298 learning that focuses on academic goals can improve the quality of teaching and student
299 understanding, and create a more productive learning environment. Improving school quality
300 also depends heavily on effective leadership. Purhasanah found that principal leadership has
301 a very strong influence on school quality, showing a very high correlation between leadership
302 and quality of education at MI Al-Ikhlas Cikawung. Strong and visionary leadership ensures
303 sustainable and relevant quality of education to the needs of the times (Purhasanah, 2024).
304 DISCUSSION
305 The ongoing transformation in educational leadership, particularly in the context of the
306 Digital Era 4.0, has led to an increased adoption of technology in schools. As schools face
307 challenges resulting from the rapid integration of digital tools into the educational environment,
308 the role of the principal becomes increasingly crucial. Findings from the studies discussed in
309 Table 1, along with broader research in this document, illustrate how school leadership is
310 evolving in response to these demands. Principals play a critical role in facilitating this
311 transformation (Liswati et al., 2023; Sukmara et al., 2023; Wiyono et al., 2023).
312 One of the key components of leadership in the digital age is e-leadership. E-leadership,
313 which refers to the use of digital technology by principals to manage schools more effectively,
314 has a direct impact on improving community relations and organizational performance. This
315 finding is supported by other studies that show that e-leadership helps improve communication
316 with the school community and encourages more collaborative decision-making. The integration
317 of technology into leadership practices is not just a trend, but a fundamental shift in how schools
318 operate in the digital age. This is in line with visionary leadership, another important element that
319 shows that principals with a clear and future-oriented vision are better equipped to guide schools
320 through the complexities of digital transformation. Visionary leadership encourages innovation,
321 especially in teaching and learning, and ensures that technology is integrated in ways that
322 improve educational outcomes (Liswati et al., 2023; Wiyono et al., 2023).
323 In addition, leadership training has been consistently identified as a critical factor in
324 ensuring the success of these innovations. Leadership training for principals, especially in
325 vocational schools, significantly improves teacher performance and student learning outcomes.
326 Effective leadership is not just about managing resources, but also about motivating and guiding
327 teachers to use technology effectively in their classrooms. This is increasingly important as
328 schools are challenged to balance traditional education models with the demands of the digital
329 age (Sukmara et al., 2023).
330 One significant theme that emerged from the research was the need for school leadership
331 that integrates local cultural values. Principals who integrate local cultural values into their
332 leadership approach can foster creativity and entrepreneurship among students. This type of
333 leadership recognizes the importance of cultural relevance and ensures that students are prepared
334 not only for the challenges of technology, but also for the social and cultural environments in
335 which they will apply their knowledge. This focus on entrepreneurship, which is increasingly
336 important in vocational schools, further supports the shift towards a more innovative education
337 system that encourages independence and critical thinking among students (Bumbungan et al.,
338 2022).
339 Furthermore, the impact of leadership on teacher performance and student learning
340 outcomes is another important theme found in several studies. Kanya et al. showed that
341 leadership, organizational culture, and teacher competence significantly affect teacher
342 performance.(Kanya et al., 2021). This relationship is very important in improving the quality of
343 education in the digital era. Research by Purnomo et al. and Wulandari et al. highlighted the role
344 of transformational leadership in driving positive change in schools, especially in difficult times
345 such as the COVID-19 pandemic. Transformational leadership allows principals to inspire and
346 motivate their teams, ensuring that both teachers and students remain engaged and adaptable to
347 the online learning environment (Purnomo et al., 2021; Wulandari et al., 2021).
348 In addition to improving teaching and learning, research also reflects how school
349 governance plays a critical role in ensuring that leadership decisions are made with transparency,
350 accountability, and inclusiveness. Good governance is critical to improving the quality of
351 decision-making. Effective governance structures enable principals to allocate resources
352 appropriately, integrate technology, and make informed decisions that positively impact school
353 culture and academic outcomes (Supriadi et al., 2021).
354 As the focus on innovative learning in the digital age increases, integrating technology
355 and pedagogical innovation is no longer optional. New technologies such as 3D mapping and
356 blended learning are essential in transforming the educational environment. The use of these
357 technologies allows for more interactive and personalized learning experiences, which are
358 critical in meeting the needs of diverse learners in the digital age (Aristin et al., 2020; Du &
359 Yang, 2024). Likewise, the integration of AI in curriculum development further strengthens the
360 argument that leadership must embrace technological advancements to ensure that education
361 systems can keep up with the evolving demands of the workforce and society (Halomoan et al.,
362 2024).
363 The studies in Table 1 collectively show that the success of technology integration in
364 schools is highly dependent on the principal’s ability to manage change, foster innovation, and
365 build a culture of continuous learning. The findings also emphasize that effective leadership does
366 not only mean implementing technology, but also creating an environment where teachers and
367 students are prepared and motivated to use technology effectively in their learning process.
368 Further research shows that leadership behaviors are critical in ensuring school success. As
369 shown in the studies of Hidayat & Wulandari and Purnomo et al., leadership behaviors directly
370 affect school performance and teacher satisfaction, which ultimately leads to better educational
371 outcomes (Hidayat & Wulandari, 2020; Purnomo et al., 2021). The combination of strong
372 leadership, clear vision, effective training, and a supportive organizational culture creates the
373 foundation for successful educational transformation in the digital age. As principals continue to
374 navigate the complexities of Digital Age 4.0, their ability to drive innovative learning and
375 manage technological change will play a critical role in preparing students for the challenges
376 ahead. The research revealed here offers valuable insights into strategies that can help principals
377 thrive in this dynamic and changing environment.
378 CONCLUSION
379 In the face of the Digital Era 4.0, school leadership has become a central factor in driving
380 educational transformation. As schools integrate digital technologies into their environments, the
381 role of principals has evolved, requiring them to adopt new leadership strategies that support
382 innovation and creativity in learning. The use of e-leadership allows principals to enhance
383 communication with stakeholders and streamline organizational operations, helping schools
384 navigate the complexities of digital adoption. Principals with a visionary leadership approach are
385 particularly well-equipped to guide schools through the challenges posed by rapid technological
386 changes, ensuring that new tools are not only implemented but also aligned with long-term
387 educational objectives. Furthermore, leadership training plays a vital role in ensuring that school
388 leaders are prepared to manage technological changes and lead effectively in the digital
389 landscape. This training boosts the ability of principals to guide their teachers, enabling them to
390 incorporate technology into their teaching methods and improving overall educational outcomes.
391 Alongside these efforts, integrating local cultural values into leadership practices fosters
392 creativity and entrepreneurship in students, ensuring that education is both forward-thinking and
393 contextually relevant. As schools continue to embrace innovative learning methods, including
394 blended learning and the use of digital tools such as 3D mapping, leadership that encourages
395 continuous professional development, effective governance, and the adoption of new
396 technologies will remain essential in creating dynamic, resilient educational environments.
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