Leadership Communication in the Implementation of Technology-Based Learning in Rural Junior High Schools
Muhamad Khadafi Firman *
Doctoral Program in Communication Science, Mercu Buana University, Jakarta, Indonesia.
Nur Kholisoh
Doctoral Program in Communication Science, Mercu Buana University, Jakarta, Indonesia.
Afdal Makkuraga Putra
Doctoral Program in Communication Science, Mercu Buana University, Jakarta, Indonesia.
*Author to whom correspondence should be addressed.
Abstract
Background: Digital transformation in education requires school leaders to coordinate technology, human resources, and communication effectively, particularly in rural schools where infrastructure, digital literacy, and access to technological resources remain limited. In such settings, leadership communication is important for reducing resistance to technological change, strengthening teachers’ readiness, and facilitating the effective integration of technology into teaching and learning. However, the communicative mechanisms used by school principals to manage intergenerational differences, infrastructure constraints, and regulatory challenges in resource-limited rural schools remain insufficiently explored.
Aims: This study aims to analyse how a principal's leadership communication is constructed and implemented to transform conventional instructional practices towards technology adoption amidst rural facility constraints. Specifically, it examines leadership communication strategies in aligning intergenerational teacher potential, managing infrastructure limitations, and navigating regional regulatory tensions.
Study Design: A qualitative approach with a descriptive-analytical case study design was employed.
Place and Duration of Study: The study was conducted at Negeri 7 Krui Junior High School, Pesisir Barat Regency, Lampung, Indonesia, from February to March 2026.
Methodology: Data were collected through in-depth interviews, direct observations, and documentation. The data were analysed using the Miles, Huberman, and Saldaña interactive model.
Results: The findings reveal that the school principal implemented transformational and servant leadership communication strategies based on three primary pillars: (1) sensemaking to dismantle myths surrounding technological complexity and reduce technophobia; (2) intergenerational peer coaching that paired junior and senior teachers; and (3) institutionalised periodic sharing sessions to facilitate continuous knowledge exchange. At the managerial level, the principal established a centralised multimedia scheduling system to address limited electrical capacity and damaged laboratory facilities. The findings indicate that successful instructional technology integration depends not only on hardware availability but also on the mobilisation of relational and social capital to reduce diffusion uncertainty and challenge deficit narratives surrounding rural education.
Conclusion: Adaptive, humanistic, and contextual leadership communication is a determining factor in establishing a competitive and socially equitable digital learning ecosystem in rural educational institutions.
Keywords: Diffusion of innovations, digital leadership, leadership communication, rural education, sensemaking