The impact of school heads’ technology leadership on teachers’ technological proficiency and academic optimism

Anna Kathrina S. Cantos & Elsa C. Callo

Volume 3 Issue 3, September 2022

Abstract

The adoption, integration, and use of technology in the classroom should be planned by school leaders and teachers, who should also arm themselves with the newest technological developments. This study was designed to determine the impact of school heads’ technology leadership to teachers’ instructional innovation and academic optimism during the COVID-19 period. The study utilized a quantitative research design and a descriptive-correlational research method and was confined among 31 school heads and 651 teachers in Candelaria East and West Districts during the S.Y. 2021-2022. The survey-questionnaire, which was developed by the researcher and validated by research practitioners and experts, was the primary data gathering tool. From the findings, it was deduced that there is no significant difference between the perception of the elementary and secondary teachers on the school head’s technology leadership, teachers’ technological proficiency, and teachers’ academic optimism. It revealed that the social, legal, and ethical issues; and the leadership and vision significantly predict the teachers’ technological proficiency while the social, legal, and ethical issues; leadership and vision; productivity and professional practice and support; and management, operations, and finance significantly predict the teachers' academic optimism. In light of the findings and conclusion, the study recommends that DepEd may include the nature and concept of digital citizenship in school management and leadership.

Keywords

Author information & Contribution

Disclosure statement

Funding

Institutional Review Board Statement

AI Declaration

Notes

Acknowledgement

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Cite this article:

Cantos, A.S. & Callo, E.C. (2022). TThe impact of school heads’ technology leadership on teachers’ technological proficiency and academic optimism. International Journal of Educational Management and Development Studies, 3(3), 120-141. https://doi.org/10.53378/352914