Abstract
Kajian ini dijalankan sebagai usaha refleksi terhadap cabaran dan potensi pelaksanaan rak buku digital di sekolah dengan memberi tumpuan kepada peranan kepimpinan digital pengetua dan guru besar (PGB) dalam menyokong transformasi pendidikan berasaskan teknologi. Objektif utama adalah menilai hubungan antara kepimpinan digital dengan tahap pelaksanaan rak buku digital. Seramai 183 orang guru dari sekolah bandar, luar bandar dan pedalaman di daerah Beaufort, Tuaran, Kudat serta Semporna telah dipilih sebagai responden kajian. Reka bentuk penyelidikan ini menggunakan pendekatan kuantitatif melalui edaran soal selidik. Dapatan kajian menunjukkan 62.3% sekolah telah melaksanakan rak buku digital, manakala 37.7% masih belum melaksanakannya. Kepimpinan PGB dikenal pasti memberi inspirasi, bimbingan dan motivasi kepada guru, namun cabaran utama termasuk keterbatasan sokongan teknikal, kekangan kewangan serta tahap keyakinan guru yang berbeza. Kajian ini mencadangkan agar pendekatan kajian kualitatif dilaksanakan, latihan digital berterusan, penambahbaikan infrastruktur dan kajian impak rak buku buku digital sebagai strategi memperkukuh transformasi digital pendidikan.
(This study was conducted as a reflective effort to address the challenges and potential of implementing digital book racks in schools, with a particular focus on the role of digital leadership among principals and headmasters (PGB) in supporting technology-based educational transformation. The main objective was to assess the relationship between digital leadership and the level of implementation of digital book racks. A total of 183 teachers from urban, rural, and remote schools in the districts of Beaufort, Tuaran, Kudat, and Semporna were selected as respondents. The research design employed a quantitative approach through the distribution of questionnaires. The findings revealed that 62.3% of schools had implemented digital book racks, while 37.7%had not yet done so. PGB leadership was identified as a key factor in providing inspiration, guidance, and motivation to teachers; however, major challenges included limited technical support, financial constraints, and varying levels of teacher confidence. This study recommends the use of qualitative approaches, continuous digital training, infrastructure improvements, and impact studies on digital book racks as strategies to strengthen digital transformation in education.)