Dinda Syahfitri, Dinda Syahfitri

Transformation of Principal Leadership in The 5.0 Era

Introduction

Transformation of principal leadership in the 5.0 era. Discover how principal leadership transforms for the Society 5.0 era, embracing digital technology, collaboration, and adaptive models for educational excellence.

Abstract

The leadership of school principals plays a crucial role in the success of educational organizations, especially in facing the Society 5.0 era that integrates technological advancements with human values. Leadership transformation in this era demands school principals to become adaptive, visionary, and innovative change agents, capable of leveraging digital technology and developing an inclusive and collaborative school culture. This literature review identifies four main trends in the transformation of school leadership, namely the strengthening of digital leadership, the development of collaborative leadership, the integration of spiritual values, and the need for a contextual adaptive leadership model. The study results affirm that continuous professional development and policy support are key to the success of school principals in leading sustainable and relevant educational transformations in response to contemporary challenges. This transformation is not just an administrative change, but rather a holistic and humanistic paradigm shift in creating an adaptive and competitive education system.

Review

This abstract presents a timely and highly relevant exploration into the transformation required of school principals in the unfolding Society 5.0 era. The paper adeptly frames the challenge as one demanding adaptive, visionary, and innovative leadership, capable of both leveraging digital technology and cultivating an inclusive, collaborative school culture. By identifying four main trends—strengthening digital leadership, developing collaborative leadership, integrating spiritual values, and adopting a contextual adaptive leadership model—the review sets a comprehensive agenda for understanding the evolving demands on educational leaders. The stated emphasis on a "holistic and humanistic paradigm shift" signals a thoughtful approach that transcends mere administrative adjustments. A key strength of this work lies in its forward-thinking synthesis of critical leadership dimensions. The recognition of digital and collaborative leadership is certainly pertinent, but the inclusion of "integrating spiritual values" offers a potentially unique and profound perspective, advocating for a leadership model that is not only efficient but also ethically grounded and humane. Furthermore, the insistence on a "contextual adaptive leadership model" acknowledges the diverse realities of educational institutions, moving beyond a one-size-fits-all approach. The affirmation that continuous professional development and robust policy support are vital for successful transformation underscores the practical implications and actionable insights this literature review aims to provide. While the abstract effectively outlines the study's scope and key findings, a full paper would significantly benefit from a more explicit discussion of the methodology employed for this literature review. Understanding the process by which these four trends were identified and affirmed from the existing body of literature would enhance the rigor and trustworthiness of the conclusions. Additionally, a deeper exploration into the potential tensions or synergies among these identified trends, along with specific examples of successful or challenging implementations in various contexts, would further enrich the analysis. Nonetheless, the abstract clearly positions this paper as a valuable contribution to the discourse on educational leadership, offering a robust framework for principals to navigate and lead educational transformation effectively in the modern age.

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