educational change

Educational change requires educators to adapt to evolving pedagogical, technological, and organizational demands. This cross-sectional study examined associations among instructional leadership, psychological empowerment, perceived collective efficacy, and adaptive performance among 401 educators recruited through convenience sampling from three public and private schools in Sulu Province, Philippines. Partial least squares structural equation modeling showed no significant direct association between instructional leadership and adaptive performance. Instructional leadership was nevertheless indirectly associated with adaptive performance through psychological empowerment, perceived collective efficacy, and the theoretically specified sequence involving both variables. The coefficient for the indirect association through perceived collective efficacy was numerically larger than those for the other indirect pathways, although the differences between indirect effects were not formally tested. The findings are consistent with the hypothesized indirect-association model but do not establish mediation as a temporal or causal process. Because the data were cross-sectional, self-reported, and nonprobability-based, the results apply to the participating educators and should not be generalized to Philippine educators as a whole.

Since independence in 1963, Kenya has pursued educational reforms intended to align schooling and training with its social, economic, and political development priorities. This study traces the evolution of these reforms from the Ominde Commission of 1964 to the introduction of the Competency-Based Curriculum (CBC) in 2017 and examines their relationship with national development. A qualitative document review was employed to analyze reform trajectories across primary, secondary, technical and vocational, university, and examination systems. The review also considered policies concerning free primary and secondary education, bursary and scholarship schemes, and gender affirmative action, focusing on their implications for access, equity, and educational quality. The findings indicate that successive reforms have consistently positioned education as a means of promoting national unity, preparing the workforce, and strengthening civic participation. These priorities reflect the role assigned to education in advancing social cohesion, economic productivity, and political development. However, the translation of policy commitments into practice has remained constrained by inadequate funding, limitations in teacher capacity, and insufficient infrastructure. These implementation gaps restrict the extent to which educational reforms can achieve their intended developmental outcomes. The analysis emphasizes the importance of examining policy design alongside the resources and institutional capacity required for implementation. Sustained investment in teacher preparation and professional development, educational infrastructure, and systematic monitoring is necessary to strengthen reform delivery. The study concludes that education can contribute more durably to national development when policy ambitions are supported by consistent investment and implementation capacity. Its historical and policy perspective provides a basis for policymakers and educational stakeholders to assess reform priorities and strengthen connections between educational change and Kenya’s development goals.

ABSTRACT Digital transformation in education has encouraged changes in school management, requiring school principals to demonstrate adaptive and visionary leadership and to facilitate organizational change. Transformational leadership is a relevant approach because it emphasizes the ability of leaders to build a vision, provide motivation, encourage innovation, and empower teachers in responding to change. This study aimed to analyze teachers’ perceptions of the principal’s transformational leadership in the digital era at SMAN 9 Mataram based on the dimensions of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The study employed a quantitative approach with a descriptive survey design. The study population and sample consisted of 57 teachers selected using total sampling (census sampling), in which all active teachers were included as respondents. Data were collected through questionnaires and analyzed using descriptive statistics. The results showed that teachers’ perceptions of the principal’s transformational leadership were in the positive category. The principal was perceived as demonstrating exemplary leadership, fostering motivation, supporting innovation, and paying attention to teachers’ professional development. These findings indicate that transformational leadership is reflected in various leadership practices that support an adaptive school environment in response to educational change and digital transformation. ABSTRAK Transformasi digital dalam pendidikan telah mendorong perubahan dalam pola pengelolaan sekolah sehingga kepala sekolah dituntut memiliki kepemimpinan yang adaptif, visioner, dan mampu menggerakkan perubahan organisasi. Kepemimpinan transformasional menjadi pendekatan yang relevan karena menekankan kemampuan pemimpin dalam membangun visi, memberikan motivasi, mendorong inovasi, serta memberdayakan guru dalam menghadapi perubahan. Penelitian ini bertujuan untuk menganalisis persepsi guru terhadap kepemimpinan transformasional kepala sekolah pada era digital di SMAN 9 Mataram berdasarkan dimensi idealized influence, inspirational motivation, intellectual stimulation, dan individualized consideration. Penelitian ini menggunakan pendekatan kuantitatif dengan desain survei deskriptif. Populasi sekaligus sampel penelitian berjumlah 57 guru yang dipilih menggunakan teknik sampling jenuh (sensus), sehingga seluruh guru aktif dijadikan responden. Data diperoleh melalui kuesioner dan dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa persepsi guru terhadap kepemimpinan transformasional kepala sekolah berada pada kategori positif. Kepala sekolah dinilai mampu memberikan keteladanan, membangun motivasi, mendukung inovasi, serta memperhatikan pengembangan kompetensi guru. Temuan ini menunjukkan bahwa kepemimpinan transformasional tercermin dalam berbagai praktik kepemimpinan yang mendukung terciptanya lingkungan sekolah yang adaptif terhadap perubahan dan transformasi digital pendidikan.