Hybrid transformational leadership strategy in developing the higher-order thinking skill-based learning quality in 21st century and catastrophic anomalies

Abstract

Hybrid transformational leadership (HTL) in schools is a leadership approach that aims to enhance the attainment of higher-order thinking Skills - Learning Quality (HoTS-LQ) goals by integrating online and conventional educational technologies. This approach was inspired by the challenges and opportunities presented by the 21st century and the impact of catastrophic events. This study explores how principals’ HTL influences schools in developing an effective HoTS-LQ. To analyze the data, the researcher used quantitative and qualitative approaches. The percentage technique used in the quantitative approach expresses information as a proportion of the whole. A quantitative approach employed a three-stage sorting, coding, and categorizing, which was deepened and validated through FGD. The study participants included 1,033 principals and teachers from Indonesia’s preschools to senior high schools. The collected data underwent four stages of analysis: sorting, coding, categorizing, and validating through FGD using a convenience sampling method. The finding revealed two critical areas in which HTL enhances the HoTS-LQ as impacted by 21st-century and catastrophic anomalies characteristics: the quality of HoTS-LQ is determined by teachers’ ability to integrate learning into the learning management system (LMS); the quality of LMS utilization in HoTS-LQ depends on the principal’s ability to implement an HTL using ICT. These findings highlight the comprehensive impact of HTL implementation on enhancing teachers’ capabilities for effective HoTS-LQ.