Information and communication technology leadership practices and competencies of public school principals in the Division of Cavite : basis for school heads' technology leadership plan / by Maria Belen C. Mojica.

Dissertation (Doctor of Philosophy in Education Major in Educational Management) Cavite State University.

Includes bibliographical references.

Graduate School and Open Learning College (OGS)

MOJICA, MARIA BELEN C. Information and Communication Technology Leadership Practices and Competencies of Public School Principals in the Division of Cavite: Basis for School Heads' Technology Leadership Plan. Doctoral Dissertation. Doctor of Philosophy in Education major in Educational Management. Cavite State University, Indang, Cavite. January 2020. Adviser: Ma. Agnes P. Nuestro, Ph.D.

In today's digital era, technology is now being integrated in day-to-day school operations and has been regarded as one of the vital factors for schools' sustainable progress and development. From being instructional leaders, principals' role is gradually upgrading into becoming technology leader. Principals that aspire and strive for excellence in the 21st century school system are urged to possess skills and competencies in Information and Communication Technology (ICT). Thus, this study was conducted to serve as an avenue for strengthening technology - based leadership in the public schools in Cavite Province by evaluating the current technology leadership practices and assessing the ICT competencies of school principals. This study used descriptive - correlational research design. The primary method of data collection was through survey method which aimed to determine: (1) the profile of school principal-participants in terms of age, sex, educational attainment, length of administrative experience, number of ICT-related training hours attended, and school level currently assigned; (2) the perceived extent of technology leadership practices by the school principal participants in terms of the technology leadership standard areas namely: visionary leadership, digital - age learning culture, excellence in professional practice, systemic improvement, and digital citizenship; (3) the level of ICT competencies of school principal participants; (4) the school principal participants' extent of technology leadership practices as perceived by their teachers in terms of five technology leadership standard areas; (5) the significant difference in the extent of technology leadership practices of school principal participants when grouped according to their socio-demographic profile; (6) the significant difference in the level of ICT competencies of school principal – participants when grouped according to their socio-demographic profile; (7) the significant relationship between the school principal participants' extent of technology leadership practices and level of ICT competencies; and (8) the significant difference between the school - principal participants' perceived extent of technology leadership practices and the teacher - participants' perception. The results gathered by this study also aimed to serve as basis for the creation of technology leadership plan for school heads. two (172) The participants of this study involved thirty-six (36) school principals, one hundred sixty (160) elementary teachers and one hundred seventy secondary teachers distributed from the eighteen (18) districts of DepEd Division of Cavite. Total enumeration was used for the principal - participants while simple random sampling was employed in the selection of teacher - participants. The data revealed that majority of the principal participants were old, female, with doctoral units, very much experienced and highly trained on ICT. They were equally distributed in elementary and secondary school levels. Based on the results, principal participants' showed to have very high level of technology leadership practices in all five dimensions of National Educational Technology Standards for Administrators (NETS – A) and have very high level of ICT competencies. They perceived that they consistently facilitate and lead the use and integration of technology in their schools. Moreover, theteacher - participants perceived that their principals have very high level of technology leadership practices. They strongly agreed that their principals highly demonstrate the five dimensions of technology leadership at optimum level. No significant differences were found on technology leadership practices of principal participants when compared against their socio- demographic profile. On the other hand, age showed to have significant impact on the ICT competency level of principal participants. Younger principals showed to have higher proficiencies on ICT applications than the older ones. The results also revealed no significant relationship between the extent of technology leadership practices of the principal - participants and the level of their ICT competencies. Furthermore, the study established no significant differences between the principal participants' perceived extent of technology leadership practices and the teacher participants' perception. These indicate that the perception of the principals on the level technology leadership practices match with the view of their teachers. With the results shown, it is highly suggested that school principals most specially the older ones should be provided further ICT trainings giving emphasis on ICT areas in which full competencies are not yet achieved. Furthermore, principals are also encouraged to use the Proposed Technology Leadership Plan for School Heads which contains programs and activities that aim to enhance and strengthen the technology leadership practices and upgrade the competencies on ICT applications of all the school heads in DepEd Division of Cavite Province

Submitted to the University Library 02/10/2020 T-9173