Digital School Governance: The Relationship Between Principals' ICT Competence and Teachers' Technology Integration Practices in Urban Public Schools
DOI:
https://doi.org/10.65339/ijsis.V1.I4.282Keywords:
Digital Leadership, Digital School Governance, ICT Competence, Mixed-Methods Research, Principals, Technology Integration, Urban Public SchoolsAbstract
This study examined the relationship between principals’ information and communication technology (ICT) competence and teachers’ technology integration practices in selected urban public schools in the Philippines. An explanatory sequential mixed-methods design was employed, involving 250 teachers from approximately 20 schools through a reported stratified random sampling approach and 18 qualitative participants comprising principals, ICT coordinators, and teachers selected purposively from six schools. Data were gathered using five-point survey questionnaires and semi-structured interviews and analyzed through descriptive statistics, Pearson correlation, multiple regression, and thematic analysis. Results revealed high levels of principals’ ICT competence (M = 4.176) and teachers’ technology integration (M = 4.156), with a significant moderate positive relationship between the variables (r = 0.482, p < .001). Qualitative findings identified supportive digital leadership, accessible technical assistance, and encouragement for technology-based teaching as prominent themes. The study concluded that favorable perceptions of principals’ ICT competence were associated with greater reported technology integration. Strengthening digital communication, technical support, cybersecurity, and inclusive instructional practices is recommended. However, self-reported data, incomplete methodological documentation, and inconsistent regression statistics limited causal and predictive interpretations. The findings contribute context-specific evidence for strengthening sustainable digital school governance, supporting Sustainable Development Goals 4 (Quality Education), 16 (Peace, Justice, and Strong Institutions), and 17 (Partnerships for the Goals) through responsible leadership, educational inclusion, and institutional collaboration.
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Copyright (c) 2026 Lorren P. Lojena, Mary Jane P. Bendol, Edelmhira C. Sereño, Fitz Gerald L. Fordan, Lotus B. Alegre, Ruby Bless D. Manticayan, Lovelyn P. Sevilla, Jaymie A. Rellon, PhD, Eduardo M. Tejeros III, PhD (Author)
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