Page 28 - GS_Journal_2016_back2back with agenda cover

UCU GS Research Journal
TECHNOLOGICAL LEADERSHIP PRACTICES OF PUBLIC ELEMENTARY
SCHOOL PRINCIPALS
MARIA LOURDES M. LAGRIA

This study determined the technological leadership practices of public elementary school
principals in the City Divisions of Region I SY 2015-2016. Specifically, Problem No. 1 dealt on the
profile of the respondents namely: age, sex, civil status, highest educational attainment, number
of years as an school administrator, relevant trainings attended and salary. Problem No. 2 focused
on the extent of the technological leadership practices of the school principals along the area
of: learning and teaching, curricular programs, assessment and evaluation, material resources,
21st century learning environments and preparing and submitting MOOE reports. Problem No. 3
focused on the significant difference between the extent of the technological leadership practices
of the school principals across their profile variables. Problem No. 4 determined the significant
relationship between the extent of the technological practices of the school principals and the
selected profile variables namely: number of years as school administrators, relevant trainings
attended and salary.
The following are the findings of the study: Majority of the respondents belong to
the age bracket of 42 and above, females, married, and with Master of Arts Units. Most of
them have more than 10 years number of years as a school administrator, attended trainings a
number of in-service trainings at various level and a salary of Php30,001 – 40,000. The school
principals’ extent of the technological leadership was described as “often”. There’s no significant
relationship between the extent of the technological leadership practices of the school principal
and their profile variables is also accepted except in civil status.
From the findings of this study, the following conclusions were drawn: The profile
variables of the respondents are adequate enough to qualify them as school principals. The
respondents need to enhance their extent of the technological leadership to the highest level
which is “very high”. The school principals are comparable or do not differ in their extent of the
technological leadership except in some instances where they are comparable. There are still
possible means to improve the technological leadership practices of the school principals.
Based on the findings and conclusions drawn, the following recommendations are hereby
forwarded: All concerned school principals must be encouraged to finish the highest educational
qualification which is Doctor of Education to further equipped them with the technological
leadership practices of the 21st century education. The respondents should improve their extent
of the technology leadership practices to further enhance school development geared towards
21st century education. Recommend the formulation and implementation of an enhanced
program along technological leadership practices. Further research should be considered to look
into other concerns of the technological leadership practices not included in this study.
20