Digital Integration and Instructional Leadership of School Heads: Basis for an Enhancement Plan

AUTHOR(S)

MARK ANTHONY E. GABATO

ABSTRACT

— This study explores the digital transformation in school heads’ instructional leadership in the Schools Division of Talisay City, Cebu, for School Year 2024–2025. Utilizing a descriptivecorrelational research design, the study involved 12 school heads, and 186 teacher respondents selected from public elementary and secondary schools. Data were analyzed using SPSS, focusing on demographic profiles and perceived impacts of digital transformation across key instructional leadership dimensions: communication and collaboration, teaching and learning enhancement, technology-based decision-making, and professional development. Results revealed that both school heads and teachers rated the impact of digital transformation on instructional leadership as moderate, with school heads expressing more optimistic views than teachers, particularly in collaboration and innovation. The demographic data indicated a predominantly female, midcareer, and academically qualified workforce, with school heads having broader exposure to ICTrelated trainings compared to teachers. However, statistical tests including regression and ANOVA showed no significant relationship between demographic variables such as age, sex, educational attainment, length of service (administrative experience) and perceptions of digital leadership impact, highlighting that leadership behavior, not personal background, drives effectiveness in digital transformation. Notably, only the length of administrative experience slightly influenced school heads’ perceptions. The study concludes that digital transformation in instructional leadership is less dependent on demographic characteristics and more on institutional practices, leadership strategies, and systemic support. It recommends fostering shared leadership cultures, enhancing the quality and relevance of ICT training for teachers, and embedding digital leadership goals into school development plans. These findings affirm the need for strategic leadership, inclusive capacity-building, and alignment of digital tools with pedagogical goals to sustain meaningful transformation in schools. Keywords — Digital Transformation, Instructional Leadership, School Heads, DescriptiveCorrelational Research & Educational Technology Integration