Abstract
The purpose of the study was to determine the level of practice of school heads’ technological leadership, the level of frequency of ICT integration in instruction of their Grade 6 teachers, and if there was an existing correlation between them. Purposive and cluster samplings were applied because public elementary schools with functional ICT tools and facilities only were the target respondents on this study who came from the four (4) congressional districts of the Division of Quezon and categorized according to school size. To determine the levels of practice of school heads’ technological leadership and the levels of teachers’ ICT integration in instruction, descriptive research method was used. On the other hand, in investigating the significant correlation of the two ordinal variables, the correlational research method was applied. The study revealed that the level of practice of school heads’ technological leadership was very high, and the level of frequency of teachers’ ICT integration was frequently. When it comes to school sizes, the research study revealed that there was no significant difference in the levels of practice of school heads’ technological leadership, as well as in the levels of frequency of teachers’ ICT integration in instruction. Across congressional districts, it was revealed that there was a significant difference with respect to the level of practice of school heads’ technological leadership, but not in the level of frequency of teachers’ ICT integration in instruction. The research study revealed that there was a positive but weak correlation between the level of practice of school heads’ technological leadership and the level of frequency of teachers’ ICT integration in instruction. A proposed training program entitled “Training Program for School Heads and Teachers in Leading the Technology and Teaching with Technology” was crafted by the researcher aiming to enhance the role of the school heads as technology leaders who can boost the teachers’ motivation to frequently integrate ICT in instruction and uplift their teachers’ competence in ICT. Since, it was found out there was positive and significant correlation between the levels of practice of technological leadership of the school heads and the levels of frequency of teachers’ ICT integration in instruction, the researcher recommended that school heads should regularly and effectively perform their technological leadership practices and so that they can influence their teachers in ICT integration in instruction.
