Author

Virgilio R. Fortuna Jr.*
Cebu Technological University – Main Campus, Cebu City, Philippines

Abstract

This research assessed the digital literacy proficiency of school heads and teachers and its correlation with instructional innovation at San Jose Integrated School, Pres. Carlos P. Garcia District, Division of Bohol, for the school year 2025–2026. Utilizing a descriptive-correlational research design, the study analyzed data from 35 respondents consisting of administrators and teachers across elementary and secondary levels. Findings revealed that the respondents possess an overall Proficient level of digital literacy (Mean = 3.91), with “Expert” ratings in Communication and Safety, but only “Developing” status in Digital Content Creation and Problem-Solving. Educational innovation is practiced to a Great Extent (Mean = 3.44), primarily through assessment automation, while the utilization of emerging technologies like Artificial Intelligence (AI) and Virtual Reality (VR) remains at a “Moderate” to “Not at All” level. A statistically significant, very strong positive relationship () was established, confirming that an educator’s technical mastery is a direct prerequisite for classroom innovation. Despite high professional motivation, the study identified critical systemic barriers, specifically unstable internet connectivity (100%) and a lack of modern hardware (82.86%). The study culminated in the development of Project DIGI-BAYANIHAN, a strategic roadmap designed to bridge the technical-infrastructure gap through institutionalized school-community partnerships, specialized technical masterclasses, and workload-innovation balance policies.

Keywords:  Digital literacy proficiency, educational innovation, Project DIGI-BAYANIHAN, descriptive-correlational research, Pres. Carlos P. Garcia District, instructional integration, systemic infrastructure gaps, Bohol Division.

*Corresponding author / Email: virgiliojr.fortuna@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05041601

Recommended citation:
Fortuna, V. R., Jr. (2026). Digital literacy proficiency of school heads and teachers and its correlation with instructional innovation. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 361-376. http://doi.org/10.69651/PIJHSS05041601

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