Abstract
This study assessed the utilization of Information and Communication Technology (ICT) in school offices across Sierra Bullones Elementary Schools during the school year 2023–2024, with the aim of developing an enhanced administrative training plan. Employing a normative survey design, data were collected using a standardized questionnaire adapted from Taguba (2018), focusing on the application of ICT in four key areas of school administration: planning, organizing, leading, and evaluating. The study involved 59 participants, including 15 school administrators, 23 ICT teachers, and 21 administrative assistants from 23 schools in the Sierra Bullones District. The findings revealed that most respondents were aged 37–47 years, with a significant majority (77.97%) being female. Furthermore, 44.07% of respondents held a Master’s degree, indicating a well-educated staff, though only 8.47% had attained doctoral degrees. ICT was consistently utilized in various administrative functions, with mean scores of 3.43 for planning, 3.45 for organizing, 3.35 for leading, and 3.48 for evaluating, reflecting a strong integration of technology in school management tasks. Despite these positive findings, several challenges were identified, including a lack of ICT training (31.40%), technical difficulties (30.58%), and compatibility issues (23.14%). These barriers hindered the full potential of ICT in enhancing administrative efficiency. The study underscores the need for targeted professional development, robust technical support, and strategies to mitigate resistance to change. By addressing these challenges, schools can maximize the benefits of ICT, improving both administrative processes and educational outcomes.
