Integration of Information and Communications Technology-Based Practices in Administrative and Instructional Functions in Coastal Schools

Significant advances in computer and educational technology have transformed the way schools manage administration and instructional delivery. This study assessed the integration of information and communications technology (ICT)-based practices of school heads and teachers in coastal schools in the City of Malolos, Bulacan. Specifically, it examined the ICT-based practices of school heads in administrative work, the practices of teachers in instructional activities, the adequacy of ICT tools, and the issues and challenges encountered in ICT integration. The study also examined the relationship between ICT practices and the availability of ICT resources to develop an action plan to enhance ICT use in coastal schools. Findings revealed that school heads were most effective in empowering teachers through the integration of ICT in administration, while teachers highlighted the role of ICT in enhancing student learning. However, the adequacy of ICT tools remained limited, particularly in terms of connectivity, stable electricity, and access to digital platforms. No significant relationship was found between ICT practices and the adequacy of ICT resources, underscoring the need for improved infrastructure and continuous training. The study concludes that while school heads and teachers demonstrate strong commitment to ICT integration, gaps in resources and connectivity hinder its full potential. Strengthening infrastructure, ensuring reliable access, and providing sustained capacity-building programs are vital to advancing ICT-based practices in both administrative and instructional functions of coastal schools.