Abstract:
The purpose of this study was to determine the school heads' demonstrated technological leadership in terms of Equity and Citizenship Advocate, Visionary Planner, Empowering Leader, Systems Designer, Connected Learner, and the teachers' ICT integration employed in the delivery of instruction determined along Substitution, Augmentation, Modification, and Redefinition. This study also sought to investigate if a significant relationship existed between these two variables. A quantitative design was used, specifically the descriptive-correlational design utilizing a modified survey questionnaire checklist to gather data. The respondents were 291 teachers from the seven public secondary schools in the 1st Congressional District of the Schools Division of Zamboanga del Norte, conducted from November to December 2021 SY 2021-2022. Data were analyzed using frequency and percentage distribution, Chi-square test of homogeneity, and Chi-square test of association. The study found that school heads demonstrated technological leadership roles, and teachers employed ICT integration to deliver instruction. Results revealed no significant difference in ICT integration among teachers when grouped according to age, sex, position title, school assignment, educational background, and length of service. Moreover, there was a significant relationship between school heads' technological leadership and teachers' ICT integration employed in teaching. Thus, recommendations were drawn: school heads may continuously perform and strengthen their demonstrated technological leadership to maximize support to teachers in ICT integration along Redefinition; and teachers may integrate ICT along Redefinition, which offers redesigned, transformed, and innovative teaching and learning process.
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