EXAMINING DIGITAL LEADERSHIP, SUPERVISION, AND LITERACY AS DETERMINANTS OF DIGITAL SERVICE QUALITY IN ELEMENTARY SCHOOLS: IMPLICATION FOR QUALITY EDUCATION IN ACHIEVING SDGS

This study aims to analyze the impact of digital leadership, digital supervision, and digital literacy on the quality of digital services in primary schools in Indonesia. The research is grounded in the framework of digital transformation in education, emphasizing the roles of leadership, supervision, and literacy in enhancing digital service quality. A quantitative approach with a survey design was employed, involving 200 teachers from various regions across Indonesia selected through stratified random sampling. Data was collected via closed Likert scale questionnaire and analyzed using Structural Equation Modeling (SEM) to assess the relationship between the variables. The findings indicate that digital leadership, digital supervision, and digital literacy significantly impact the quality of digital services. Specifically, digital literacy exhibited the strongest influence, highlighting the necessity for teachers to possess robust digital competencies to support responsive and inclusive educational services. These insights can inform policymakers and educational leaders in designing strategies to enhance digital service quality in primary schools, particularly by focusing on improving educators’ digital competencies. This study contributes to the understanding of how specific factors – digital leaderships, supervision, and literacy – collectively influence digital service quality in the context of primary education, providing empirical evidence from Indonesia.