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BEYOND ICT INFRASTRUCTURE: DIGITAL ADAPTATION AND THE SELECTIVE ROLE OF TRANSFORMATIONAL LEADERSHIP IN TEACHER PROFESSIONALISM

Jurnal Ilmiah Ilmu Terapan Universitas Jambi · Vol. 10 No. 4 (2026) · pp. 1934–1952

DOI
10.22437/jiituj.v10i4.58315
ISSN
2580-2259, 2580-2240
Published
2026-08-31
Publisher
LPPM Universitas Jambi
Language
en
License
creativecommons.org/licenses/by/4.0

Abstract

This study examines how ICT infrastructure, digital adaptation, digital pedagogical competence, and transformational leadership contribute to junior high school teachers’ professionalism, with particular attention to the selective moderating role of transformational leadership. A sequential explanatory mixed-methods design was employed. Quantitative data were obtained from 342 teachers, of which 301 screened responses were analyzed using partial least squares structural equation modeling (PLS-SEM). The qualitative phase involved eight structured interviews with teachers and school leaders, which were analyzed thematically to explain significant, nonsignificant, and directionally unexpected statistical relationships. The model explained 62.9% of the variance in teacher professionalism. Digital adaptation (β = 0.304, p < 0.001) and transformational leadership (β = 0.328, p < 0.001) had significant positive effects, whereas ICT infrastructure and digital pedagogical competence were not significant predictors. Transformational leadership strengthened the relationship between digital adaptation and professionalism (β = 0.197, p = 0.005), attenuated the relationship between ICT infrastructure and professionalism (β = −0.202, p = 0.006), and did not significantly moderate the relationship between digital pedagogical competence and professionalism. The study’s novelty lies in proposing a selective adaptive-leadership mechanism that demonstrates how leadership can activate teachers’ adaptive capacity, reduce reliance on resource differences, or leave competence-based pathways unchanged, rather than uniformly strengthening all digital antecedents. Practically, the findings support continuous adaptive learning, instructional mentoring, collaborative professional development, and leadership-supported implementation routines. The findings are limited by the cross-sectional self-reported design, incomplete discriminant validity, small interaction effects, a limited number of qualitative participants, and a single urban educational context.

Keywords

Collaboration network of the authors

21 authors · 34 co-authorship links · 5 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Teknologi Muhammadiyah Jakarta
  • Shandong University
  • Telkom University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Rama YuliUniversitas Teknologi Muhammadiyah Jakarta2
Suhana SuhanaUniversitas Teknologi Muhammadiyah Jakarta2
Ahmad DardaUniversitas Teknologi Muhammadiyah Jakarta1
Ainur AbdrazakovaShandong University1
Diananto KrisnandonoUniversitas Teknologi Muhammadiyah Jakarta1
Heri SyafardiUniversitas Teknologi Muhammadiyah Jakarta1
Heri IspriyahadiUniversitas Teknologi Muhammadiyah Jakarta1
Susyanto susyantoUniversitas Teknologi Muhammadiyah Jakarta1
Nova RiniUniversitas Teknologi Muhammadiyah Jakarta1
Hesty FebriyanthiUniversitas Teknologi Muhammadiyah Jakarta1
Abdul Mukti SomaTelkom University1
Iman Kurniawan GinanjarUniversitas Teknologi Muhammadiyah Jakarta1
Peggy Ratna MarlianingrumUniversitas Teknologi Muhammadiyah Jakarta1
Verdy Prahutri HermansyahUniversitas Teknologi Muhammadiyah Jakarta1
Suhana SuhanaUniversitas Teknologi Muhammadiyah Jakarta1
Lela Nurlela WatiAffiliation unknown1
Beni Hermawan RosidinUniversitas Teknologi Muhammadiyah Jakarta1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/JIITUJ/oai, first harvested 5 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">BEYOND ICT INFRASTRUCTURE: DIGITAL ADAPTATION AND THE SELECTIVE ROLE OF TRANSFORMATIONAL LEADERSHIP IN TEACHER PROFESSIONALISM</dc:title>
	<dc:creator xml:lang="en">Farhan, Farhan</dc:creator>
	<dc:creator xml:lang="en">Mulyanti, Rita Yuni</dc:creator>
	<dc:creator xml:lang="en">Wati, Lela Nurlaela</dc:creator>
	<dc:creator xml:lang="en">Lutfi, Mohamad</dc:creator>
	<dc:subject xml:lang="en">Digital Adaptation</dc:subject>
	<dc:subject xml:lang="en">Digital Pedagogy</dc:subject>
	<dc:subject xml:lang="en">ICT Infrastructure</dc:subject>
	<dc:subject xml:lang="en">Teacher Professionalism</dc:subject>
	<dc:subject xml:lang="en">Transformational Leadership</dc:subject>
	<dc:description xml:lang="en">This study examines how ICT infrastructure, digital adaptation, digital pedagogical competence, and transformational leadership contribute to junior high school teachers’ professionalism, with particular attention to the selective moderating role of transformational leadership. A sequential explanatory mixed-methods design was employed. Quantitative data were obtained from 342 teachers, of which 301 screened responses were analyzed using partial least squares structural equation modeling (PLS-SEM). The qualitative phase involved eight structured interviews with teachers and school leaders, which were analyzed thematically to explain significant, nonsignificant, and directionally unexpected statistical relationships. The model explained 62.9% of the variance in teacher professionalism. Digital adaptation (β = 0.304, p &amp;lt; 0.001) and transformational leadership (β = 0.328, p &amp;lt; 0.001) had significant positive effects, whereas ICT infrastructure and digital pedagogical competence were not significant predictors. Transformational leadership strengthened the relationship between digital adaptation and professionalism (β = 0.197, p = 0.005), attenuated the relationship between ICT infrastructure and professionalism (β = −0.202, p = 0.006), and did not significantly moderate the relationship between digital pedagogical competence and professionalism. The study’s novelty lies in proposing a selective adaptive-leadership mechanism that demonstrates how leadership can activate teachers’ adaptive capacity, reduce reliance on resource differences, or leave competence-based pathways unchanged, rather than uniformly strengthening all digital antecedents. Practically, the findings support continuous adaptive learning, instructional mentoring, collaborative professional development, and leadership-supported implementation routines. The findings are limited by the cross-sectional self-reported design, incomplete discriminant validity, small interaction effects, a limited number of qualitative participants, and a single urban educational context.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2026-08-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/JIITUJ/article/view/58315</dc:identifier>
	<dc:identifier>10.22437/jiituj.v10i4.58315</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Ilmu Terapan Universitas Jambi; Vol. 10 No. 4 (2026): Volume 10, Nomor 4, August 2026; 1934-1952</dc:source>
	<dc:source>2580-2259</dc:source>
	<dc:source>2580-2240</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/JIITUJ/article/view/58315/25485</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Farhan Farhan, Rita Yuni Mulyanti, Lela Nurlaela Wati, Mohamad Lutfi</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>