%T Kerangka kepimpinan perubahan digital berasaskan Model 8 Langkah Kotter bagi menyokong keberhasilan sekolah rendah Malaysia [A digital change leadership framework based on Kotter’s 8-Step Model to support Malaysian primary school improvement
%L iab_repo1746
%I Malaysian Journal of Social Sciences and Humanities (MJSSH)
%K Digital change leadership, Kotter’s 8-Step Model, school improvement, Malaysian primary schools, SK@S, KOMPAS 2.0, kepimpinan perubahan digital, Model 8 Langkah Kotter, keberhasilan sekolah, sekolah rendah Malaysia
%X Digital transformation in education requires school leaders to drive change in a planned, systematic, and sustainable way, especially in primary schools facing demands to improve teaching quality, organisational management and school culture. In Malaysia, this requirement must align with the Malaysian Education Quality Standard Quality@School (SK@S) and the Malaysian School Leaders Competency Standard 2.0 (KOMPAS 2.0). This article proposes a digital change leadership framework based on Kotter’s 8-Step Model to support improvement in Malaysian primary schools. This conceptual paper uses a narrative literature review of selected peer-reviewed works from 2020 to 2026 related to digital leadership, school organisational change, digital culture, and school improvement. The synthesis shows that Kotter’s eight steps can be reinterpreted in the school context as creating urgency, forming a guiding coalition, establishing a digital vision, communicating change, empowering teachers and the school community, generating short-term wins, consolidating implementation and institutionalising digital culture. Alignment with SK@S and KOMPAS 2.0 further clarifies the role of headteachers in leading digital transformation in a more structured way. In conclusion, the proposed framework has the potential to serve as a conceptual basis for more systematic and context-sensitive digital change leadership practices in Malaysian primary schools. 

[Transformasi digital pendidikan menuntut pemimpin sekolah memimpin perubahan secara terancang, sistematik dan lestari, khususnya di sekolah rendah yang berhadapan keperluan meningkatkan kualiti pengajaran, pengurusan organisasi dan budaya sekolah. Dalam konteks Malaysia, tuntutan ini perlu dijajarkan dengan Standard Kualiti Pendidikan Malaysia Kualiti@Sekolah (SK@S) dan Standard Kompetensi Pemimpin Sekolah Malaysia 2.0 (KOMPAS 2.0). Artikel ini bertujuan mencadangkan kerangka kepimpinan perubahan digital berasaskan Model 8 Langkah Kotter bagi menyokong keberhasilan sekolah rendah Malaysia. Artikel ini merupakan kertas konseptual melalui sorotan literatur naratif terhadap karya berwasit terpilih dari tahun 2020 hingga 2026 berkaitan kepimpinan digital, perubahan organisasi sekolah, budaya digital dan keberhasilan sekolah. Dapatan sintesis menunjukkan lapan langkah Kotter boleh ditafsir semula dalam konteks sekolah melalui pembinaan rasa mendesak, pembentukan pasukan penggerak, penetapan visi digital, komunikasi perubahan, pemerkasaan guru dan komuniti sekolah, penjanaan kejayaan awal, pengukuhan pelaksanaan serta pembudayaan digital. Penjajaran dengan SK@S dan KOMPAS 2.0 turut memperjelas peranan guru besar dalam memimpin transformasi digital secara lebih tersusun. Kesimpulannya, kerangka yang dicadangkan berpotensi menjadi asas konseptual bagi amalan kepimpinan perubahan digital yang lebih sistematik dan kontekstual dalam amalan sekolah rendah Malaysia.]
%J Malaysian Journal of Social Sciences and Humanities (MJSSH)
%A Mohd Faiz Mohd Baharan
%A Mahaliza Mansor
%A Khalip Musa
%A Nik Mohd Fazreen Shah Azman Shah