Information and Communications Technology (ICT) Competencies of Teachers and Management Practices of Administrators of Secondary Public Schools
DOI:
https://doi.org/10.65339/ijsis.V1.I1.12Keywords:
Digital Education, ICT Competencies, ICT Management Practices, Project CELSO, School Heads, Teachers, T-PACKAbstract
This study examined the ICT-related management practices of school heads and the ICT competencies of teachers in the Dupax Del Sur District and proposed an innovative ICT program to strengthen digital education practices. Anchored on Fayol’s Management Theory and the Technological Pedagogical Content Knowledge (T-PACK) Theory, the study employed a quantitative descriptive-correlational design. It involved 63 teachers and 11 school heads from three selected secondary schools through total enumeration. Two structured questionnaires were used to assess school heads’ ICT-related management practices in planning, organizing, staffing, directing, and controlling and teachers’ ICT competencies in technological operations, social and ethical considerations, pedagogical integration, and professional development. The findings showed that ICT-related management practices were rated Very Generally Effective across all management functions. Teachers and school heads demonstrated Experienced to Expert levels of ICT competencies, although gaps remained in cybersecurity, digital assessment, multimedia editing, troubleshooting, ethical ICT use, stakeholder communication, research, and advanced technology integration. Significant differences were found between teachers’ and school heads’ assessments of both ICT management practices and ICT competencies, with school heads consistently providing higher ratings. A significant positive relationship was also established between ICT management practices and teachers’ ICT competencies, with all correlation coefficients exceeding 0.50 and controlling showing the strongest relationship with pedagogical competencies (r = 0.712). Based on the findings, Project CELSO was proposed to strengthen ICT leadership, digital proficiency, professional development, collaboration, and sustainable technology integration. The study recommends strengthened leadership development, improved infrastructure, accessible digital resources, targeted professional development, mentorship, participatory leadership, and transparent communication. The study supports SDG 4: Quality Education, SDG 9: Industry, Innovation and Infrastructure, and SDG 16: Peace, Justice and Strong Institutions by promoting effective digital instruction, ICT infrastructure and innovation, and stronger institutional governance. Its sustainability impact lies in strengthening educational, institutional, and technological sustainability through continuous ICT capacity-building, effective resource management, ethical technology use, and sustained digital transformation in schools.
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