HRMARS - This study was carried out to analyze the level of digital leadership among head teachers for the domain of co-curricular management in national primary schools in the Federal Territory of Putrajaya. By integrating the international competency framework of the International Society for Technology in Education (ISTE) Model (ISTE, 2014), this research uses a quantitative survey design that involves the use of questionnaires as the main instrument. The evaluation focuses on five core dimensions: visionary leadership, digital era learning culture, professional excellence, systemic improvement, and digital citizenship. A total of 302 teacher respondents were selected through a simple random sampling technique from a population of 1,498 teachers in 16 primary schools around Putrajaya. Data were analyzed descriptively using SPSS version 30.0 software to determine the level of leadership practice. The results show that the head teachers’ digital leadership practices as a whole are at a high level, with a mean score value of 4.37. The “Cultivating Digital Era Learning” dimension was identified as the most dominant driver, with the highest mean score of 4.53. In conclusion, this finding provides empirical evidence about the importance of adaptive digital leadership in realizing the aspirations of the Digital Education Policy (DPD). This study offers practical implications for the need to strengthen school leader professional development programs to ensure the sustainability of innovation in co-curricular management in the digital era.
Latif et al. (Thu,) studied this question.
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