The educational landscape has been significantly influenced by the rapid development of technology, especially in the instructional process. Examining teachers’ professional digital competence (TPDC) in Indonesia, a developing country, is of utmost importance. It is vital to comprehend the extent of professional digital competence among teachers to identify potential gaps and areas for improvement through training programs. This investigation aims to shed light on disparities and formulate strategies to bridge the digital divide. In this context, the principal’s instructional e-supervision (PIS) and technology leadership (PTL) play a pivotal role in nurturing a school’s digital culture (SDC). This culture is crucial for ensuring the effectiveness of the collaborative learning process that meets the needs of students in this digital-savvy era. Therefore, this study delves into the structural impact of PIS and PTL on TPDC mediated by SDC. Quantitative methods were employed to address research hypotheses through structural equation modeling (SEM) analysis with AMOS, utilizing inner and outer model techniques. Carried out in seven senior high schools in Indonesia, the research involved 257 productive teachers randomly selected from a population of 450. The findings revealed that PIS directly influences TPDC, albeit with the most negligible coefficient (0.192). Simultaneously, PTL directly impacts SDC (0.663) and TPDC (0.229). Moreover, SDC significantly influences TPDC (0.816). However, the direct coefficient of PTL has a more substantial impact on SDC than on TPDC. Consequently, the structural model suggests that PTL will profoundly influence TPDC when mediated by SDC (0.541). In light of these results, this study recommends the application of principal technology leadership-based humbleness for future research.

Objective: The study aimed to examine the role of trust mediation and leader-member exchange in the influence of servant leadership on job satisfaction.Background: Research on the relationship between servant leadership and academic job satisfaction is rare. The study of servant leadership in Christian higher education is dominated by non-research (conceptual), literature review, and church ministry, instrument development, verification, and validation, quantitative (pre- and post-test), quantitative (descriptive), and qualitative studies. Thus, there have been no studies that test and measure complex variables simultaneously in one model that includes servant leadership, trust (job-related outcomes + mediator), leader-member exchange (behavioral outcome), and job satisfaction (well-being + outcome) in the context of Christian higher education in Indonesia. Servant leadership still needs to be done in work-related outcomes such as trust variables. Research on academic job satisfaction in non-European and non-Western contexts is still dominant in Palestine. Finally, the placement of trust as a mediation variable needs to be more consistent because trust also has a role as a predictor of servant leadership.Method: This study used quantitative methods with a sample of 160 lecturers from 26 Christian higher education in Indonesia. This study used the partial least square (PLS-SEM) approach to verify the proposed hypothesis.Results: The results showed that servant leadership has a significant positive effect on job satisfaction and trust, and LMX mediate the influence of servant leadership on job satisfaction. Finally, trust and LMX are complementary mediation effects of servant leadership on job satisfaction.Conclusion: Servant leadership increases trust, LMX and job satisfaction. Trust and LMX increase job satisfaction. Trust and LMX have a mediating role in the effect of servant leadership on job satisfaction.Implications: Rectors/chairmen who engage in high-level interactions with lecturers will influence trust, reduce losses, and maximize gains in their interactional relationships. In addition, based on the theory of leader-member exchange, high-quality, trustworthy, and satisfactory leader-member exchange relationships positively affect the personal growth, work attitudes, and performance of lecturers. The Private Higher Education Organizing Body (BPPTS) needs to prepare for leadership regeneration by preparing future service leaders through training that directly supports the improvement of servant leadership behavior. This is important because servant leadership behavior becomes essential to increase trust, LMX and lecturer job satisfaction and achieve Christian higher education goals. Finally, Power distances, short-term orientation cultures, and paternalistic are not found to be obstacles to servant leadership practices in Indonesian Christian higher education.

Many problems occur in the world of education, especially moral (character) crises among students, some of which are violence between students, promiscuity, free sex, and drugs. School participation is really needed to deal with the problems that occur, and teachers are the main spearheads in the process of forming student character at school. This research aims to develop character education through Islamic boarding school culture in Islamic elementary schools. This type of research is qualitative research using a phenomenological approach with the aim of describing, understanding, and interpreting the phenomena that occur. This research was conducted at an Islamic school located on Sumenep Island. The reason the researcher conducted research at an Islamic elementary school was that this school was unique in implementing Islamic boarding school culture into the school environment. The research subjects used a purposive sampling technique because the target informants met the research objective criteria. The informants in this research were school principals, religious teachers, and students. Data collection techniques in this research used semi-structured interviews and non-participant observation. Data analysis in this research uses Miles and Huberman's theory, which includes data collection, data consolidation, data display, and drawing conclusions or data verification. The research results show that Islamic boarding schools are one of the educational institutions in Indonesia that contribute to developing the character of students in the form of culture and can be applied at the elementary, middle, and high school levels by internalizing the process of instilling attitudes within oneself through coaching and guidance. Additionally, development.

Purpose: The perpuse of this research is to know and describe in depth, detail, and is oriented towards developing a theory based on findings about the digital transformation process in schools. Theoretical framework: The impact of changing lifestyles in the era of digital technology is a more systematic, effective, and efficient performance. Madrasah principals play a major role in digital transformation in Madrasa Method/design/approach: The method in this study is to use a qualitative approach with one subject from the principal of the Madrasah Ibtidaiyah Muslimat Nahdhatul Ulama, Sidoarjo. Data collection techniques in this study include interviews, participant observation, and documentation. Results and conclusion: The results of the study show that the digital skills of madrasa principals have an impact on the digital transformation process in madrasas. Madrasah digital transformation appears explicitly in the achievement indicators of the vision and the formation of a digital team under the coordination of the Sarpras team. it is also a guideline for carrying out digital transformation with various changes, including; creating madrasa settings, effective and efficient digital technology management, inspiring work climate, organizational culture, digital madrasa environment. Implications of the research: This research contributes to the application of digital transformation in schools so that technology management is more effective. Originality/value: The results obtained in this study are innovative and relevant for school principals, in the context of managing digital transformation in schools.

Information and communication technology has been widely used in educational activities, not only in the learning process but also in the teachers’ professional development programs. One of the most popular applied supervision techniques is teacher collegial discussion. Students’ learning outcomes are largely determined by the quality of the teacher’s instructional process, and the quality of the teacher’s instructional process is influenced by the effectiveness of supervision. However, there has not been much research on its effectiveness in development programs and their effects on student learning outcomes. This study aimed at examining the effectiveness of utilizing ICT in collegial discussions as an instructional supervision technique for the teachers’ teaching process and students’ learning outcomes. This research was conducted in the District and Malang City with a sample of 787 junior high school teachers selected randomly from 20 schools. The study used a descriptive correlational research design, and Structural Equation Modeling (SEM) is applied to deal with its data analysis. The results showed that collegial discussion as an instructional supervision technique affected the quality of a teachers’ instructional process. Implementation of ICT in collegial discussions had an effect and a higher coefficient value than the collegial discussions. The utilization of ICT in collegial discussions also affects the intensity of the utilization of ICT in teachers’ instructional processes. Quality of teaching and the utilization of ICT in a teachers’ instructional process had significant effects on student learning outcomes.