Leadership in the Digital Age: Its Relationship on School Heads Influence on Classroom Technology Adoption

Abstract

This study aimed to determine how leadership in the digital age shapes school heads’ influence on the use of technology in classrooms. The study employed quantitative method using descriptive-correlational research design with survey questionnaire as the primary data-gathering tool. This instrument was validated by five experts and subjected to pilot testing and Cronbach's alpha for its reliability. The study included eight school heads and 126 teachers N=134 from the San Vicente–San Lorenzo Ruiz District. Results were analyzed using weighted mean and Pearson Product-Moment Correlation Coefficient r. The findings revealed that school heads demonstrated a high level of digital-age leadership competence, particularly in promoting technology integration, encouraging digital innovation, and supporting teachers’ adaptability to technology. Teachers consistently adopted technology in their classrooms, showing strongest competence in utilizing technology for instruction, although the use of specific digital tools was comparatively lower. A significant positive relationship was found between school heads’ leadership practices and teachers’ classroom-level technology adoption, indicating that effective leadership influences technology integration in teaching. Both teachers and school heads reported notable challenges. Teachers expressed the need for clearer directives, consistent expectations, increased training, and regular monitoring and support. Meanwhile, school heads identified budget limitations, gradual teacher adoption, rapid technological changes, and the need for additional technical training and policy support as key concerns. In response to these findings, Project Visionary Institutionalization for Sustainable Technology Advancement (V.I.S.T.A.) was developed to enhance digital-age leadership, strengthen teachers’ ICT competencies, and promote collaborative and sustainable technology integration in schools.