Preparedness and promotion of technology leadership toward self-efficacy and instructional performance
Jaime D. Macatangay, Jr. & Eden C. Callo
Abstract
This study focused on the preparedness and promotion of technology leadership towards self- efficacy and instructional performance of public elementary school teachers. This utilized 442 public elementary school teachers from Candelaria, Quezon through a descriptive correlational design conducted during academic year 2021- 2022. A researcher- made survey questionnaire was utilized via Google form. The study revealed that self- efficacy was significantly predicted by systematic development when it comes to preparedness of technology leadership while promotion of technology leadership, self- efficacy was significantly predicted by technology infrastructure and support and vision, planning and management. Meanwhile, instructional performance was significantly predicted by systematic development and visionary leadership when it comes to preparedness of technology leadership while promotion of technology leadership, it was significantly predicted by vision, planning and management, technology and infrastructure support, and evaluation and research. This implies that working with peers and doing reflection may also help in enhancing self-evaluation towards teaching performance so teachers can assess points they are good at and they need to develop further.
Keywords
promotion of technology leadership, preparedness of technology leadership, self- efficacy, instructional performance
Author information & Contribution
Jaime D. Macatangay, Jr. Teacher III, Department of Education- Division of Quezon, Pahinga Norte Elementary School
Eden C. Callo. Research Adviser, Laguna State Polytechnic University, San Pablo City Campus
Disclosure statement
Funding
Institutional Review Board Statement
AI Declaration
Notes
Acknowledgement
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Cite this article:
Macatangay, J.D. & Callo, E.C. (2022). Preparedness and promotion of technology leadership toward self-efficacy and instructional performance. International Journal of Educational Management and Development Studies, 3(3), 185-208. https://doi.org/10.53378/352920
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This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
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