Transforming Teacher Leadership in the Social Media Era: The Role of Digital Agency, Professional Identity, and Character Education in Islamic Primary Schools

Diah Rohmiana; Umi Mahmudah; Ahmad Ta'rifin

doi:10.21580/rjtpd.v4i02.34076

Authors

Diah Rohmiana Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia
Umi Mahmudah Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia
Ahmad Ta'rifin Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

DOI:

https://doi.org/10.21580/rjtpd.v4i02.34076

Abstract

The transformation of teacher leadership in the social media era has reconfigured the pedagogical and ethical authority of educators, but studies on these dynamics in Islamic elementary education are still limited. This study aims to analyze the transformation of teacher leadership, the role of digital agency and professional identity, and their contribution to character education in the social media ecosystem in Islamic elementary education. This study employs a library research method with a conceptual and content analysis approach. Data were collected from various primary and secondary sources, including peer-reviewed journals, academic books, and relevant educational reports, focusing on the intersection of digital agency, professional identity, and character education. The data were analyzed through thematic coding and conceptual synthesis to construct a new theoretical framework. The results of the study show: (1) teacher leadership transforms from classroom-based practices to networked and digitally mediated leadership, which operates beyond institutional boundaries through the social media ecosystem; (2) digital agency and professional identity form a reciprocal mechanism that gives birth to a new construct in the form of Digital Islamic Teacher Identity—a hybrid identity that integrates digital competence with the values of murabbi and uswah hasanah; (3) Social media-mediated leadership contributes substantively to character education through digital role models as a hidden curriculum and Islamic-themed content curation, which strengthens students' moral resilience and digital citizenship. This study proposes an integrative conceptual model that offers a paradigm shift from technology adoption to value-framed technology integration in educational leadership. Policy and practical implications for the development of teachers' digital leadership are also discussed.

Downloads

Download data is not yet available.

References

Acquaro, D., & Gurr, D. (2022). Leadership development in initial teacher education. In Encyclopedia of teacher education (pp. 945-950). Singapore: Springer Nature Singapore.

Albab, U., Ta’rifin, A., Novianti, D., & Safitri, H. H. (2025). Exploring the impact of augmented reality on meaningful learning in Islamic religious education: A quantitative analysis. EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan, 23(1), 1-25.

Alshehri, A. H. (2026). The Impact of Social Media Platforms on Communication Development Between Schools and Parents:(A Qualitative Study of Teachers and Parents). Journal of Arts, Literature, Humanities and Social Sciences, (129), 292-309.

An, N., Wang, M., Yang, L., Jiang, K., & Wang, L. (2026). Building Critical Geographers: Academic Social Media as a Relational Pedagogical Interface. Journal of Geography, 125(2), 79-86.

Ana, N., Ta’rifin, A., & Albab, U. (2026). Transformative Education Management Model for Strengthening Academic Competence in Islamic Higher Education. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 12(02), 291-304.

Andersson, A., & Hedström, K. (2024). How education professionals manage personal and professional boundaries when using social technologies. New technology, work and employment, 39(3), 382-401.

Burgett, D. (2026). From Classroom to Conference: A Branding Toolkit for Educators.

Catone, K., Saunders, M., Perez, W., Harris, E., & Miller-Gootnick, R. (2017). Agency into Action: Teachers as Leaders and Advocates for Public Education, Communities, and Social Justice. Teacher Leadership & Advocacy. Annenberg Institute for School Reform at Brown University.

Chibuko, H., Ezema, G. C., & Ndubuisi, E. N. (2025). Teacher Professional Identity In The Digital Age: Challenges And Opportunities. International Nexus Multidisciplinary Research Journal, 1(2), 234-251.

Demir, M., & Şad, S. N. (2020). Social media and hidden curriculum: What do teacher-student interactions teach students. Elementary Education Online, 19(2), 889-903.

Diamantis, K. (2022). Inhibiting Factors in Teachers’ Attempt to Use Digital Media in Everyday Teaching. International Journal of Social Science and Technology, 7(1), 1-11.

Engeness, I., & Gamlem, S. M. (2025). Agency in digital education: empowering students and teachers in technology-rich learning environments. Education sciences, 15(8), 1051.

Fry, J. (2025). Leadership in Online Communities that Operate Offline Activities (Doctoral dissertation, Leeds Beckett University).

George, M. W. (2008). The elements of library research: What every student needs to know. Princeton University Press.

González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: systematic review. Sustainability, 14(3), 1493.

Gouseti, A., Lakkala, M., Raffaghelli, J., Ranieri, M., Roffi, A., & Ilomäki, L. (2024). Exploring teachers’ perceptions of critical digital literacies and how these are manifested in their teaching practices. Educational review, 76(7), 1751-1785.

Hanif, M. M., Riyadi, R., Ta’rifin, A., Safitri, H. H., & Albab, U. (2025). Management of the research madrasah program in developing student achievement at MAN Pekalongan. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 16(1), 129-151.

Husni, H., Firianto, F., Harto, K., & Astuti, M. (2025). Contemporary Islamic Education: Effective Strategies in Responding to Social and Cultural Challenges. Academia Open, 10(2), 10-21070.

Jamil, M. W. (2024). Exploring Moral Development in Islamic Education: A Case Study. Jahan-e-Tahqeeq, 7(2), 737-749.

Kalogeratos, G., Anastasopoulou, E., Kapota, T., Ntelis-Smyrilios, I., & Spanou, A. (2026). Redefining educational leadership and management in the digital era: Strategies, models and systemic transformation. International Journal of Advanced Multidisciplinary Research and Studies, 6(3), 994-1004.

Kerimbayeva, B. T., Niyazova, G. Z., Meirbekov, A. K., Kibishov, A. T., & Usembayeva, I. B. (2024). A network communicative culture for future teachers: Development of digital literacy and communicative competence. Cogent Education, 11(1), 2363678.

Ma’mur, M., Abidin, Z., & Basarah, M. A. (2025). The Role of Digital Media in Forming Islamic Character of Students of Elementary School. Journal of Scientific Research, Education, and Technology (JSRET), 4(2), 847-857.

Majeed, M. K. (2025). Empowering Teachers In The Digital Era Transforming Knowledge Into Practice for Digital Word. Media Nusa Creative (MNC Publishing).

Malizal, Z. Z. (2025). Islamic education and globalization: Curriculum, identity, and digital integration. Sinergi International Journal of Islamic Studies, 3(2), 70-82.

Mercado, F. M. S., & Shin, S. (2025). K-12 teachers’ professional development and learning on social media: A systematic literature review. Information and Learning Sciences, 126(3-4), 214-244.

Mukhlis, M., & Cahyadi, A. (2026). Islamic Digital Literacy and Character Formation in the Cyber Era: Integrating the Concepts of Adab, Akhlaq, and Social Media Ethics into a Digital-Based Islamic Education Curriculum. AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam, 6(2), 569-592.

Munif, M. (2026). Strengthening Teacher Professional Development Through Transformative Leadership In Islamic Education. International Journal of Islamic Religious Education, 1(1), 58-75.

Nasution, H. S., Basri, H., Batubara, W. W., & Mukhlasin, A. (2025). Islamic education teachers strategies for character building through digital literacy based Islamic values in the Society 5.0 era. Fitrah: Journal of Islamic Education, 6(1), 259-271.

Nichols, T. P. (2022). Building the innovation school: Infrastructures for equity in today’s classrooms. Teachers College Press.

Novoa-Echaurren, Á. (2024). Teacher agency in the pedagogical uses of ICT: A holistic perspective emanating from reflexive practice. Education Sciences, 14(3), 254.

Pathiranage, A., & Karunaratne, T. (2023). Teachers’ agency in technology for education in pre-and post-COVID-19 periods: A systematic literature review. Education Sciences, 13(9), 917.

Picot, A., Reichwald, R., Wigand, R. T., Möslein, K. M., Neuburger, R., & Neyer, A. K. (2023). Information, Organization, and Leadership: On the Way to the Boundaryless Enterprise. In The Boundaryless Enterprise: Information, Organization & Leadership (pp. 1-10). Wiesbaden: Springer Fachmedien Wiesbaden.

Safitri, H. H., Albab, U., Khobir, A., Solehuddin, M. S., Abd, M. A. A. A. A., & Khimmataliev, D. O. (2026). The Transformation of Religious Authority: A Critical Review of Fanaticism and Intellectual Freedom in Indonesian Islamic Boarding Schools. Hayula: Indonesian Journal of Multidisciplinary Islamic Studies, 10(1), 53-74.

Schott, E., Rezende, F. A. C., Priore, S. E., Ribeiro, A. Q., & Franceschini, S. D. C. C. (2020). Methodologies for assessing the household food availability in the context of food (in) security: a systematic review. Ciência & Saúde Coletiva, 25, 2677-2685.

Stenbom, S., & Geijer, L. (2025). Primary school teachers’ perception of digital transformation and their teaching role. Scandinavian Journal of Educational Research, 69(5), 1131-1144.

Succarie, A. (2024). Examining the implications of Islamic teacher education and professional learning: Towards professional identity renewal in Islamic schools. Education Sciences, 14(11), 1192.

Theoharis, G., & Scanlan, M. (Eds.). (2025). Leadership for increasingly diverse schools. Taylor & Francis.

Tseng, J. (2025). Pedagogical Agency in the Age of Generative AI: A Narrative Inquiry into Teachers' Practices in Taiwan's All-Out Defense Education. Journal of Management Science and Operations, 3(3), 1-24.

Yampap, U. (2025). Reconstructing Teacher Identity in the Digital Age: A Critical Discourse Study of Influencer Practices in Madrasahs. Molang: Journal Islamic Education, 3(1), 1-9.

Yaqin, M. A. (2025). Tahfidzul Quran as a Moral Filter in Facing the Challenges of Artificial Intelligence in the Digital Era. Madinah: Jurnal Studi Islam, 12(2), 314-326.