Author

JunJun G. Ringor
Northeastern College
Santiago City, Isabela, Philippines
Email: junjun.ringor@gmail.com

Abstract

This study examined the roles of principals as technology leaders in public elementary schools in Legislative District V, Isabela, using a descriptive-normative design. Participants included 49 school heads and 125 teachers selected through purposive sampling. Data were gathered via questionnaires, interviews, and documentary analysis, and analyzed using frequencies, weighted means, and t-tests. Results revealed that principals’ technology leadership roles were fully realized (WM = 4.58-4.64), leadership proficiencies were fully manifested (WM = 4.51-4.56), and technology integration standards were fully implemented across all domains (grand WM = 4.30 for school heads; 4.53 for teachers). Both groups strongly agreed on principals’ professional development needs (grand WM = 4.78 and 4.76). Significant perceptual differences existed between school heads and teachers on leadership practices, but not on professional development priorities. The findings show the importance of sustained, targeted professional development to strengthen instructional leadership and support continuous digital transformation in public elementary schools.

Keywords: Technology leadership, school principals, technology integration standards, professional development needs, public elementary schools

DOI: http://doi.org/10.69651/PIJHSS0501784

Recommended citation:
Ringor, J. G. (2026). The principal as technology leaders in public elementary schools: The Legislative District V, Isabela experience. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8725-8733. http://doi.org/10.69651/PIJHSS0501784

Read the full text

References

Apsorn, A., Sisan, B., & Tungkunanan, P. (2019). Information and communication technology leadership of school leadership in Thailand. International Journal of Instruction, 12(2), 639-650. https://doi.org/10.29333/ijii.12240a

Basitere, M., & Ndeto-Ivala, E. (2017). An evaluation of the effectiveness of the use of multimedia and Wiley Plus web-based homework system in enhancing learning in the chemical engineering extended curriculum program physics course. Electronic Journal of e-Learning, 15(2), 156-173.

Best, J. W. (1999). Research in education. Prentice Hall.

Beytekin, O. F. (2014). High school administrators’ perception of their technology leadership preparedness. Educational Research and Reviews, 9(14), 441-446.

Blank, M., Jacobson, R., Melaville, A., & Pearson, S. (2010). Financing community schools: Leveraging resources to support student success. Coalition for Community Schools, Institute for Educational Leadership. http://www.communityschools.org/assets/1/AssetManager/finance-paper.pdf

Chang, I.-H., Chin, J. M., & Hsu, C.-M. (2008). Teachers’ perceptions of the dimensions and implementations of technology leadership of principals in Taiwanese elementary schools. Educational Technology & Society, 11(4), 229-245.

Chin, J. M. (2010). The theory and application of educational leadership. Wunan.

Coleman, A. (2011). Towards a blended model of leadership for school-based collaborations. Educational Management Administration & Leadership, 39(3), 296-316.

DeRue, D. S., & Wellman, N. (2009). Developing leaders via experience: The role of developmental challenge, learning orientation, and feedback. Journal of Applied Psychology, 94, 859-875.

DiFranza, A. (2019). Collaborative leadership: What it is & why it’s important. Northeastern University. https://www.northeastern.edu/graduate/blog/collaborative-leadership/

Fletcher, J. (2004). The paradox of post-heroic leadership: An essay on gender, power, and transformational change. The Leadership Quarterly, 15(5), 647-661.

Geir, O. (2013). School leadership for ICT and teachers’ use of digital tools. Nordic Journal of Digital Literacy, 8, 107-125.

Good, C. V., & Scates, D. (2001). Methods of research. Appleton-Century-Crofts.

Hacifazlioglu, O., Karadeniz, S., & Dalgic, G. (2011). School administrators’ perceptions of technology leadership: An example for metaphor analysis. Journal of Educational Sciences Research, 1(1), 97-121.

Hallinger, P. (1992). The evolving role of American principals: From managerial to instructional to transformational leaders. Journal of Educational Administration, 30(3), 35-48.

Hero, J. L. (2020). Exploring the principal’s technology leadership: Its influence on teachers’ technological proficiency (Master’s thesis). Bulacan Polytechnic College.

Januszewski, A., & Molenda, M. (2012). Definition. In A. Januszewski & M. Molenda (Eds.), Educational technology: A definition with commentary (pp. 195-211). Lawrence Erlbaum Associates.

Johansen, B. (2009). Leaders make the future: Ten new leadership skills for an uncertain world. Berrett-Koehler.

Roblyer, M. D., & Doering, A. H. (2014). Integrating educational technology into teaching (6th ed.). Pearson.

Sergiovanni, T. J. (1994). Building communities in schools. Jossey-Bass.

Speedy, J., & Brown, M. (2014). Technology leadership in education. http://imet.csus.edu/imet1/mica/AR_Project_Final.pdf

Thannimalai, R., & Raman, R. (2019). Principals’ technology leadership and teachers’ technology integration in the 21st century classroom (Doctoral dissertation). Universiti Utara Malaysia.

Unal, E., Uzun, A. M., & Karatas, S. (2015). An examination of school administrators’ technology leadership self-efficacy. Croatian Journal of Education, 17(1), 197-215.

Van Dalen, D. B., & Meyer, M. (1999). Understanding educational research: An introduction. McGraw-Hill.

Whitney, F. L. (1999). Elements of research. Prentice Hall.