Pengurusan Digital Pentadbir dan Budaya Digital Sekolah dalam Komuniti Sosioekonomi Rendah di Malaysia
Abstract
Pengurusan digital pentadbir sekolah merupakan faktor kritikal dalam menentukan kejayaan transformasi digital pendidikan, namun hubungannya dengan pembentukan budaya digital sekolah masih kurang dikaji secara konseptual, khususnya dalam konteks sekolah kebangsaan komuniti sosioekonomi rendah di Malaysia. Kajian-kajian sedia ada banyak memfokuskan aspek teknikal dan infrastruktur digital, serta berfokus kepada konteks luar negara. Justeru, artikel ini bertujuan untuk menganalisis secara kritis hubungan antara pengurusan digital pentadbir sekolah dan pembentukan budaya digital sekolah, dengan memberi tumpuan khusus kepada konteks sekolah kebangsaan yang melibatkan murid daripada latar belakang sosioekonomi rendah. Kerangka konseptual artikel ini dibina berasaskan tiga teori dan model yang saling melengkapi: Model Pengurusan Digital OECD (2023), Teori Budaya Organisasi Schein (2017), dan Teori Perubahan Kotter (1996). Sintesis kritis terhadap kajian-kajian empirikal dan konseptual terkini (2020–2025) mendapati bahawa pengurusan digital pentadbir sekolah mempengaruhi pembentukan budaya digital sekolah melalui tiga mekanisme utama: pembentukan nilai dan norma digital dalam organisasi sekolah, pengurusan perubahan digital secara berperingkat, serta pembangunan kapasiti warga sekolah secara berterusan. Artikel ini menyumbang kerangka konseptual baharu yang menghubungkan tiga teori tersebut dalam model integratif iaitu Model Integratif Pengurusan Digital dan Budaya Digital Sekolah (MIPDBD) yang berpotensi diuji secara empirikal. Artikel ini juga mengemukakan implikasi dasar, amalan dan penyelidikan yang relevan untuk memperkukuh kepimpinan digital sekolah dalam persekitaran yang dicirikan oleh ketidaksamaan akses dan sumber.
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