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In this technology era, the exceptional internet significance and potential as a mediator in data transferring combined with information technologies (Mkrttchian, V., Krevskiy, I., Bershadsky, A., Glotova, T., Gamidullaeva, L., & Vasin, S., 2019). The development of this science supports the creation of new technologies related to education. Therefore, education itself should also take advantage of technology to assist in the implementation of learning. It is following the opinion of Fischl, Malinowsky, and Nilsson (2020), which states that digital technology has now begun to be used in educational institutions as a means to support learning, both as an information tool and a learning tool. A systems approach needs to be used to explain education because, in the current global era, the world of education has developed in such a way. Wu (2019) States that schools in the future must direct teachers and students to learn how to learn. Therefore, technological progress is a challenge for the quality of education. Besides that, education personnel professionalism is an important component in educational activities and the learning process(Walker, 2016).
Global demands have changed the learning paradigm from the traditional learning paradigm to the modern learning paradigm(Popova-Nowak & Cseh, 2015). The fact shows that the practice of learning applies more traditional learning strategies than new knowledge. The teacher center is still a learning model that teachers often use (Caughlan & Jiang, 2014). Technology in education also encourages schools to improve educational management in teaching and learning activities in schools(Laurell, Sandström, Eriksson, & Nykvist, 2020). According to educational management, it is a study and practice linked to educational organisations operations(Hartley, 2015). Therefore, this periodic arrangement of activities will be used as a benchmark in implementing operational activities manifested in educational management. According to Craig (2021), educational management is a form of collaboration between educational personnel to achieve academic goals. Likewise, school management changes the decision-making and management system for all stakeholders at the local level. Research of Benoliel (2020) explains that school management is an effort to empower schools and their environment to create an independent and effective school by optimizing the school roles and functions following the vision and mission set together. On the other hand, school management aims to empower schools by granting schools autonomy and encouraging schools to make participatory decision-making(Alanezi, 2019). One of them is improving education quality (Chen-Levi, Schechter, & Buskila, 2020).
In the world of education, one of the skills learned is to improve the quality of education by giving authority, flexibility, and sharing responsibility to solve problems faced by the school concerned(Garira, 2020). So that teacher professionalism is essential to encourage better quality education. Besides that, school management promotes teacher and school principals’ professionalism as educational leaders in schools (Deakin & Kupchik, 2015). Advances in technology open up school management opportunities to carry out the learning process through interactive media(Hu, Williams, Mason, & Found, 2019). Thus, technology in education is only in the media position to achieve its learning objectives(Arar & Nasra, 2020). Also, to improve education quality, the school management has become more accountable, transparent, egalitarian, and democratic with control from the community and government monitoring (Gallego-Arrufat, Gutiérrez-Santiuste, & Campaña-Jiménez, 2017).