This research aims to examine the implementation of digital leadership in terms of communication and teacher professional development. The descriptive-analytic method with a qualitative approach was performed. The primary data was collected from respondents through interviews with principals in the elementary school, junior high school, and senior high schools of El Fitra. The additional data was gathered through observation and documentation. Furthermore, the secondary data was obtained from a questionnaire administered to 93 Elfitra's teachers. The results revealed that effective communication had been established between principles and school members. The effective communication provided the relevant information to stakeholders in real-time. Additionally, through various social media and technological devices, the more accessible socialization of school programs (parent's meetings, flyers, and viral content). Finally, teacher professional development was also carried out. Principals initiated encouraging teachers in professional development and supported teachers through various training and workshops to develop their teaching and leadership skills.

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This study aims to review and analyze teacher-based Performance management oriented to improving the quality of Teaching and Learning Activities. The method used is qualitative research. Data obtained through document review guidelines, interview guidelines, observation guidelines and self assessment. Data processing and analysis is done through the steps: data categorization and classification, data verification, data validation, member check, description of research results, and analysis and discussion of research results. The results is SMP Labschool was an academic supporting element of UPI, that developed educational innovations, educational management practices, and learning models, as well as carried out community service, Labschool was in the management of a one roof school management system and shared authority and responsibility school management system between UPI and Dinas Pendidikan Kota Bandung, teacher status is PNS Dpk and GT BPS, need analysis of teacher based on competence, teaching qualification, teacher existing, institutional programs, teacher recruitment and distribution is done at any time based on needs, teachers show good Performance from preparation, implementation to evaluation of learning.

The purpose of this study is to describe efforts to increase the commitment of the teaching profession through the role of global leadership and capacity building in State Senior High Schools (SMA) in Bogor Regency. This study employs a descriptive qualitative approach and collected data via: interviews; observation; and documentation study. Data analysis in this study uses data reduction, data presentation and verification or conclusions. The results showed that increasing the professional commitment of teachers can be done through teacher training (capacity building) and the role of global leadership as the development of people and motivation of people. Keywords: teacher’s professional commitment, global leadership, capacity building

This research aims to study and analyze in depth about improving the quality of lecturers in the learning process at the university which is focused on university policies and programs in improving lecturer qualifications and competencies in terms of seven quality elements. The method used is a qualitative method with a case study approach in 27 study programs at the University of Singaperbangsa Karawang, and involves elements of leadership, quality control units, lecturers and students as research participants. The results of this study indicate that the university has implemented policies and programs to improve the qualifications and competencies of lecturers, but overall the results have not shown superior quality in accordance with the quality standards of lecturers that have been set as a prerequisite in organizing a quality learning process at the university. Seven quality elements to improving lecturer qualifications and competencies namely quality philosophy, quality standards, quality policy objectives, quality structure, processes quality, quality control cycle and quality assessment, so that it increasingly meets the prerequisites for organizing a quality learning process.