Constructing Leadership Narratives: Integrating Digital Literacy, EMIS Knowledge, and Value-Based Decision-Making in Islamic Educational Leadership
Indonesia Indonesia Indonesia 
Morocco 
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Decision-Making, Digital Literacy, Islamic Education Leadership
Abstract
Background. In the digital era, educational leadership increasingly requires the ability to utilize digital technologies and information systems effectively. In Islamic education institutions, principals are expected to possess adequate digital literacy and a strong understanding of the Education Management Information System (EMIS) to support accurate and timely decision-making processes.
Purpose. This study aims to examine the influence of principals’ digital literacy and knowledge of Education Management Information Systems (EMIS) on decision-making processes in Islamic education institutions.
Method. A quantitative approach was employed using survey data collected from 178 principals of Islamic education institutions in Riau Province, Indonesia. The data were analyzed using descriptive statistics and multiple regression analysis to test the proposed hypotheses.
Results. The findings reveal that both digital literacy and EMIS knowledge significantly influence principals’ decision-making processes. Digital literacy demonstrates a stronger effect compared to EMIS knowledge. Furthermore, both variables jointly contribute substantially to explaining the variance in decision-making effectiveness among principals.
Conclusion. This study highlights the importance of integrating digital competencies and system-based knowledge in educational leadership. Strengthening principals’ digital literacy and enhancing their ability to utilize EMIS can improve the effectiveness and quality of decision-making processes in Islamic education institutions.
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Copyright (c) 2026 Yundri Akhyar, Wirda Ningsih, Eli Sutrawati, Mohamed Lahby
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