Digital human resource transformation in remote secondary schools: Implications for educational quality management in resource-constrained contexts
DOI:
https://doi.org/10.56587/bemi.v4i2.159Keywords:
Digital Human Resource Transformation, Educational Quality Management, Remote Secondary Schools, Educational Leadership, Digital TransformationAbstract
Background: Digital transformation has become a strategic priority in education, yet research on digital human resource transformation in remote secondary schools remains limited. Existing studies have primarily focused on teaching and learning technologies, while less attention has been given to how digital transformation reshapes human resource management practices and supports educational quality management in resource-constrained contexts.
Purpose: This study aimed to examine how digital human resource transformation is implemented in remote secondary schools, how it influences educational quality management, and the factors that facilitate or constrain its implementation.
Method: A qualitative multi-site case study design was employed involving three remote secondary schools in Central Sulawesi, Indonesia. Data were collected through semi-structured interviews, observations, and document analysis. Eighteen participants, including principals, vice principals, teachers, administrative staff, and school committee representatives, were selected using purposive sampling. The data were analyzed using thematic analysis.
Findings: The findings revealed that digital human resource transformation was implemented through three main dimensions: digitalization of administrative and personnel management, digital professional development practices, and leadership-driven digital transformation. The transformation contributed to educational quality management by improving administrative efficiency and accountability, supporting teacher performance and professional learning, and facilitating data-informed decision-making. Leadership commitment and collaborative organizational culture emerged as key enabling factors, whereas infrastructure limitations, digital competency gaps, and the absence of formal policy frameworks constrained implementation.
Conclusions: The study concludes that digital transformation in remote schools remains largely compliance-oriented and that its long-term sustainability requires the alignment of technological infrastructure, human capacity, leadership support, and institutional policy
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