MANAGING DIGITAL TRANSFORMATION IN PRIMARY SCHOOLS: THE ROLE OF PRINCIPALS IN ILEMBE DISTRICT, KWAZULU-NATAL, SOUTH AFRICA

Abstract

As digital technologies continue to reshape education, the role of school leadership in managing this transformation has gained significant importance. However, many school principals are without adequate training, resources, and institutional support to manage this complex change process successfully. This study investigated the role of school principals in leading digital transformation initiatives in primary schools, focusing on six selected schools in the iLembe District, KwaZulu-Natal, South Africa. Employing a qualitative case study design, the research draws on data gathered through semi-structured interviews with six school principals. The study is framed within educational leadership and change management theories to interpret how school leaders respond to the demands of digital integration. Findings indicate that principals are pivotal in articulating a digital vision, allocating resources, facilitating staff development, and cultivating a technology-friendly school culture. However, these efforts are hindered by systemic challenges such as inadequate infrastructure, limited digital competencies among staff, and policy fragmentation. The article concludes with practical recommendations for policymakers and education departments to enhance leadership capacity and support sustainable digital transformation in under-resourced primary schools.