Institutions as social control always succeed in regulating so that the social life of citizens can run in an orderly and smooth manner in accordance with prevailing traditions and norms. As has been functioning well in the past, both in Aceh and West Sumatra. Aceh with its gampong pageu, and West Sumatra with surau. Both reflect a blend of local wisdom (adat) and Islamic values in it. However, if you see the rampant cases of violence and sexual abuse that have occurred in women and children lately, it is not wrong to say that the role of institutions as social control began to weaken. Like the role of surau and gampong pageu which is slowly ignored and forgotten. Re-empowering social institutions means trying to restore the pattern of community behavior based on existing norms. For this reason, systematic efforts are needed in empowering social institutions by empowering social institutions in accordance with the changes and demands of the times.

Currently, transformation has occurred so quickly, the Industrial Revolution Era was one of the eras of very rapid technological development. With the rapid development of technology, various knowledge, new skills, and new leadership have been born in realizing the competitiveness of an educational institution. This article aims to describe the leadership of school principals in the technological era. The writing of this article uses a qualitative descriptive approach (library research), by conducting a careful review of some material and leadership theory. The results of the study show that: 1) a leader or leaders in the technological era in order to bring a team to a better realm, must master 10 (ten) skill models namely complex problem solving, critical thinking, creativity, management ability, coordination, emotional intelligence , making policies/decisions, service orientation, negotiation, and cognitive flexibility; 2) There are digital leadership characteristics that exist in a school principal in the Technology Age, including: responsibility and innovation in order to direct the organization to transform towards digital; 3) The implementation of digital leadership in educational institutions, of course, must be carried out by a Principal with several stages, namely: The emerging, implementing, instilling and transforming stages, and 4C, namely; critical in thinking and able to generate solutions, communication, collaborative, as well as creative and innovative.