Digital Leadership Practices and Teachers’ Technology Integration in Buluan District, BARMM: A Descriptive-Correlational Study
DOI:
https://doi.org/10.69569/jip.2026.034Keywords:
Digital leadership, Instructional practices, School heads, Technology integration, TeachersAbstract
This study examined the digital leadership practices of school heads in the Buluan District, BARMM, and their relationship with teachers’ integration of technology in instructional practices. Guided by Sheninger’s Digital Leadership Theory and Fred Davis’s Technology Acceptance Model (TAM), the study explored how leadership practices are associated with teachers’ technology use based on perceived usefulness and ease of use. Using a quantitative descriptive-correlational design, data were collected from 10 school heads and 160 elementary teachers using the ISTE-based Digital Leadership Scale and the Teacher Technology Integration Survey, both on a 5-point Likert scale. Results showed that school heads demonstrated high digital leadership overall, with comparatively lower scores in visionary leadership and professional excellence. Teachers exhibited moderate technology integration, with instructional use rated high. Correlation analysis revealed a weak, statistically non-significant relationship between school heads’ digital leadership and teachers’ technology integration (τ=0.14, p=.587), suggesting that leadership alone is insufficient to ensure effective classroom technology use. Findings highlight the need for supportive conditions, including ICT infrastructure, professional development, mentoring, and a positive school culture, to enhance technology integration in underserved areas.
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