International Journal of Academic Multidisciplinary Research (IJAMR)   Year: 2024 | Volume: 8 | Issue: 4 | Page No.: 83-87 The Instructional Role of School Leaders on the Teachers' Integration of Technology in Digital Era Download PDF Ma. Joyce Ann S. Godoy, Mizpah D. Garcia, Julieta C. Pahati, Rosita P. Magsalay, Baby Lyka S. Cabaguing, Hannah Faye S. Oliva, Angelo James R. Mangulabnan, Precious Joy B. Santos, Vennice C. Moreno, Angelica A. De Leon, Cliche May B. Bustamante, Dr. Ma. V Abstract: The primary aim of this study was to determine the effects of principals' technology leadership during the pandemic on teachers' technology integration. To achieve this aim, the researcher used a sample of 13 school heads and 698 teachers in the private schools in City of Malolos during the school year 2023-2024. To assess the school heads' leadership styles, the study adopted the UCEA Center for the Advanced Study of Technology leadership in Education (CASTLE) on The Principals Technology Leadership Assessment (PTLA), which was based on the International Society for Technology Education (ISTE) 2009-National Education Technology Standards for Administrators (NETS-A). Meanwhile, to assess the teachers' technology integration, a validated questionnaire from Hosseini and Kamal (2012) entitled Instrument to Measure Perceived Technology Integration Knowledge of Teachers was used. Analysis of data revealed that the six variables of technology leadership affect the teachers' technology integration in varying extent as shown by the obtained B Coefficients 0.284 (leadership and vision), 0.994 (learning and teaching), 0.236 (productivity and professional practice), 0.063 (support management and operation), 0.747 (assessment and evaluation), 0.397 (social legal and ethical). Results of analysis of variance revealed an F ratio equal to .287 with an associated probability equal to .884. Since the p-value is greater than the significance level set at 0.05, the null hypothesis is accepted. It may be safely concluded that the technology leadership of principals did not produce significant combined effects on the technology integration of teachers.