Digital Leadership Competencies of School Heads and Their Influence on Technology Integration in Teaching and Learning

Authors

  • Elleomar R. Dubduban, LPT Sta. Lucia National High School, SDO Pagadian City, Philippines
  • Rudy Frederick Mata, LPT Our Lady of Triumph Institute of Technology, INC., Pagadian City, Zamboanga del Sur, Philippines
  • Carlos D. Robledo Jr, LPT Guipos National High School, Guipos, Zamboanga del Sur, SDO Zamboanga del Sur, Philippines
  • Mariannie V. Maghinay, LPT Lala National High School, Maranding Lala Lanao del Norte, Division of Lanao del Norte, Province of Lanao del Norte, Region X, Philippines
  • Joy P. Suminguit, LPT Lala National High School, Maranding Lala Lanao del Norte, Division of Lanao del Norte, Province of Lanao del Norte, Region X, Philippines

DOI:

https://doi.org/10.63671/ijeir.v2i4.147

Keywords:

digital leadership competencies, school heads, technology integration, teaching and learning, descriptive–correlational study, educational leadership

Abstract

This study assessed the digital leadership competencies of school heads and their influence on technology integration in teaching and learning in the Schools Division of Pagadian City. Specifically, it determined the level of digital leadership competencies in terms of digital vision and strategic leadership, technology management and resource utilization, professional development and capacity building, digital communication and collaboration, and ethical and responsible use of digital technologies. It also examined the level of technology integration in terms of instructional planning and preparation, classroom instruction and student engagement, assessment and feedback, learning resource utilization, and professional collaboration and continuous improvement. The study further determined the significant relationship and influence of digital leadership competencies on technology integration and developed a proposed Digital Leadership Enhancement Program. A descriptive–correlational quantitative research design was employed. The respondents consisted of 82 school heads, comprising 61 elementary and 21 secondary school heads, selected through total enumeration. A researcher-made questionnaire, validated by the three experts with a validation rating of 4.23 and a Cronbach’s alpha coefficient of 0.84, served as the primary data collection instrument. Weighted mean, Pearson’s product-moment correlation, and simple linear regression were used to analyze the data. The findings revealed that the respondents strongly agreed that they demonstrated high digital leadership competencies and that technology integration was implemented to a high extent. Moreover, a very high positive significant relationship existed between digital leadership competencies and technology integration, explaining 71.7% of its variance. Based on the findings, a Digital Leadership Enhancement Program was proposed to further strengthen school heads’ digital leadership and promote effective technology integration in teaching and learning.

 

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Published

2026-10-02

Issue

Vol. 2 No. 4: October-December 2026

Section

Articles

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Copyright (c) 2026 International Journal of Educational Innovations and Research

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Dubduban, E., Mata, R. F., Robledo, C., Maghinay, M., & Suminguit, J. (2026). Digital Leadership Competencies of School Heads and Their Influence on Technology Integration in Teaching and Learning. International Journal of Educational Innovations and Research, 2(4), 01-31. https://doi.org/10.63671/ijeir.v2i4.147

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