The Principal Management in Digital Literacy Empowerment of Elementary School Teachers

Abstract

This study aims to describe the principal's management in empowering teachers' digital literacy in elementary schools. This study uses a qualitative descriptive approach. The subjects used in this study were principals of public elementary schools in Simo Boyolali, Indonesia. The total subjects who participated were eight principals. Data collection techniques are used in the interview, questionnaire, observation, and documentation studies. The discussion in the preliminary study, interview, and observation are to find out the problems of managing principals' digital literacy and digital literacy problems for teachers in online learning. The data analysis technique in this study uses Miles and Hubarman’ analysis techniques, data reduction, data presentation, and conclusion. The data validation used source triangulation and technique triangulation. The results show that, first, the need for principals in digital literacy with the highest acquisition of ICT indicators in principal management is 57.53%; indicators for accessing information from the internet in the leadership process are 56.22%, and indicators for teacher support in using ICT are 54.87%. Second, the principle of empowering teachers' digital literacy requires steps: identifying, planning, organizing, actuating, and controlling. This research implies that digital literacy skills have an important impact on improving the professionalism of teachers, especially in the online learning process.