Digital Transformational Leadership and Innovation Culture: Understanding Children’s Learning Experiences in An Indonesian Elementary School

Rehmenda Christy; Yusnadi; Asih Menanti

doi:10.24256/tunascendekia.v9i1.12755

Authors

Rehmenda Christy Universitas Negeri Medan, Indonesia
Yusnadi Universitas Negeri Medan, Indonesia
Asih Menanti Universitas Negeri Medan, Indonesia

DOI:

https://doi.org/10.24256/tunascendekia.v9i1.12755

Keywords:

digital transformational leadership, innovation-oriented culture, children’s learning experiences, elementary school, digital leadership

Abstract

Digital transformation in elementary education requires more than the adoption of technological tools; it also involves leadership practices, organizational culture, teacher innovation, and the quality of children’s everyday learning experiences. This qualitative case study explored how digital transformational leadership and an innovation-oriented school culture were enacted in a public elementary school and how these practices were reflected in children’s learning experiences. The study was conducted at SD Negeri 067242 Medan and involved one principal, three Grade 6 teachers, and ten Grade 6 students. Data were collected through semi-structured interviews, observations, and document analysis and were analyzed using the interactive model of data condensation, data display, and conclusion drawing and verification. The findings indicate that digital transformational leadership was enacted through four interconnected practices: articulating a digital-oriented vision, empowering teachers to experiment with instructional practices, facilitating professional collaboration, and strengthening digitally supported organizational communication. The innovation-oriented culture was reflected in teacher experimentation, collaboration, responsiveness to students’ learning needs, and the development of participatory learning activities. From the children’s perspectives, these practices were experienced through varied and interactive learning activities, opportunities to participate and express opinions, supportive teacher–student relationships, and greater comfort and confidence in classroom interaction. Rather than demonstrating a causal or mediating relationship, the findings suggest an interpretive pathway in which digital transformational leadership, innovation-oriented culture, teacher practices, and children’s learning experiences are interconnected within the case. The study contributes a child-centered perspective to digital school leadership by emphasizing that the educational significance of digital transformation lies not only in technology adoption but also in how leadership and innovation are translated into everyday classroom experiences.

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