E-Leadership in Managing Learning Disruptions for Independent Learning Policy Implementation in Indonesian Schools

The implementation of Indonesia’s Merdeka Belajar policy requires transformative leadership approaches to address post-COVID-19 educational disruption. This study examines the associations between e-leadership, the adoption of disruptive learning innovations, and the implementation of the Merdeka Belajar policy in Indonesian junior high schools. Drawing on the Technology Acceptance Model, Social Cognitive Theory, and Digital Leadership Theory, we surveyed 162 principals in Bandung City using proportionate stratified random sampling and validated instruments demonstrating satisfactory reliability (Cronbach’s α = 0.842–0.891; CR = 0.857–0.906), convergent validity (factor loadings = 0.717–0.921; AVE = 0.571–0.671), and discriminant validity. E-leadership significantly predicted disruptive learning innovation (β = 0.728, t = 18.394, p < 0.001, R2 = 0.530). Disruptive learning innovation strongly predicted policy implementation (β = 0.790, t = 24.671, p < 0.001, R2 = 0.624). E-leadership also exerted a significant direct effect on policy implementation (β = 0.126, p = 0.020). Mediation analysis confirmed that disruptive learning innovation mediates 82.0% of e-leadership’s effect on policy implementation (indirect β = 0.575, p < 0.001; VAF = 0.820), indicating predominant partial mediation, with high predictive relevance (Q2 = 0.823). This study provides the first empirical evidence of e-leadership’s role in educational policy implementation through disruptive innovation mechanisms, contributing to digital leadership theory in educational contexts. While situated in the Indonesian Merdeka Belajar context, the framework generalizes to educational systems worldwide implementing digital transformation, competency-based curriculum reforms, and technology-enhanced learning initiatives, offering practical guidance for school principals navigating 21st-century educational change globally. Practical implications include prioritizing e-communication and e-trustworthiness training for school leaders, allocating resources to support innovation adoption infrastructure, and establishing digital platforms for implementation monitoring.