Technology Leadership and Technology Integration in Selected Science High Schools in the National Capital Region: Basis for a Proposed Online Training Module

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Rafael V. Panganiban


This research assessed the extent of technology leadership of school heads and its relationship to the extent of technology integration of teachers in six selected science high schools in the National Capital Region. The study respondents were six school heads and 273 teachers. The study used validated, pilot tested and reliability-tested survey questionnaires adapted and modified from the Principals Technology Leadership Assessment and the Levels of Teaching Innovation (LoTI) Digital Age Survey. Percentage, weighted mean, Pearson correlation, chi-square, t-test, and ANOVA were used for statistical treatment. Results revealed that the school heads’ extent of technology leadership across all areas ranges from partial to full implementation, and the teachers’ extent of technology integration across all areas is being implemented “most of the time.” The school heads’ profile was not associated with their technology leadership, and only the highest educational attainment was found significantly related to the teachers’ extent of technology integration. Furthermore, the technology leadership of school heads was not significantly related to the technology integration of teachers. The study also revealed no significant differences among school heads when grouped according to their profile. There was a significant difference between teachers’ assessment of and school heads’ self-assessment of their technology leadership.

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