E-Leadership in Managing Learning Disruptions for Independent Learning Policy Implementation in Indonesian Schools
Bibliographic Data
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
Curriculum · Disruptive innovation · Educational technology · Indonesian · Instructional leadership · Mediation · Transformative learning · Education and Communication Studies · Educational Curriculum and Learning Methods · Online Learning Methods and Innovations
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