KEPIMPINAN PENYELIAAN DAN KOMPETENSI GURU SEBAGAI PEMACU PENGINTEGRASIAN TEKNOLOGI DALAM PENDIDIKAN SEKOLAH RENDAH DI MALAYSIA

Abstract

The development of 21st-century education demands that school leaders actively drive ICT integration to ensure teaching and learning (T&L) remain relevant, interactive, and effective. However, the implementation of ICT integration in Malaysian primary schools continues to face several challenges, particularly concerning limited professional training for teachers, inadequate digital infrastructure, and supervisory practices that emphasize routine monitoring rather than reflective guidance. Accordingly, this study aims to examine how school leaders’ supervisory practices strengthen Arabic language teachers’ competence based on the TPACK model and its implications for the effectiveness of digital pedagogy. This study employed a quantitative survey design involving 384 Arabic language teachers in primary schools across Peninsular Malaysia. A Likert-scale questionnaire was used to measure three main constructs: school supervisory leadership, teacher competence, and ICT integration. Data were analysed descriptively to assess the mean, standard deviation, and overall levels of each construct. The findings revealed that all three constructs were at a high level. However, further analysis indicated moderate performance in two aspects: the use of ICT for interactive learning and supervisory mentoring for novice teachers. These findings confirm that reflective instructional guidance and transformational leadership practices that provide motivation can enhance teachers’ confidence in integrating ICT meaningfully. The implication of this study highlights the need for school leaders to adopt a hybrid supervisory approach that combines instructional and transformational elements to build a sustainable digital learning ecosystem and support the aspirations of Malaysia’s digital education agenda.