Publication Details
Abstract
Objective: This study evaluates the effectiveness of digital leadership in directing educational transformation at Islamic educational institutions with limited resources. Method: Using Robert E. Stake's Countenance evaluation model within a qualitative-evaluative design, this research investigates how school leaders optimize digital infrastructure and mitigate psychosocial barriers at peripheral institutions. Data were collected through in-depth interviews, non-participant observation, and document analysis involving 16 purposively selected participants, including the madrasah principal, teachers, and students at a model Madrasah Aliyah Negeri (MAN) in the marginal region of Jambi Province. Results: The findings reveal that the visionary role of the madrasah principal achieved optimal congruence across the antecedents (initial conditions), transactions (processes), and outcomes (results) stages. Technological marginality was overcome through three strategic pillars: institutionalizing a formal "Digital Madrasah" blueprint in annual planning, prioritizing targeted resource allocation to achieve an ideal student-to-device ratio, and implementing a collaborative-inspirational leadership pattern. Psychosocial barriers, such as technophobia among senior educators, were mitigated through a humanist-religious peer-mentoring framework and a symbolic reward system. Novelty: This study extends change management theory by conceptualizing Collaborative-Supportive Digital Leadership, demonstrating that cultural-emotional readiness and strategic networking are prerequisites for sustainable educational technology integration at marginal institutions.