Abstract
This study examined the correlation between digital tool usage and administrative efficiency among administrators and teachers using a convergent parallel design. Quantitative analysis through multiple and multivariate multiple regression revealed significant models: digital tool usage explained 41.2% of the variance (Adjusted R² = .389), and administrative efficiency explained 39.6% (Adjusted R² = .373). Combined analysis indicated predictors significantly accounted for variance across both outcomes, Wilks’ Λ = 0.672, F(10, 226) = 4.94, p < .001, partial η² = .179. Among demographics, Position/Rank, Years of Experience, and Training Attended emerged as significant factors. Even when controlling for these, strong correlations persisted: digital tool usage (p = .001), administrative efficiency (p = .001), and group membership effects (p = .001), leading to the rejection of HO1, HO2, and HO3. Qualitative content analysis highlighted both enabling and constraining factors, including: Infrastructure and Access; Training and Digital Literacy; Perceived Usefulness; Time and Workload; Resistance and Attitudes; Demographics and Adoption; Training as a Mediator; Reliability and Motivation; Role-Specific Tool Relevance; and Feedback Loop. Triangulation through meta-inference confirmed parallel relationships across quantitative and qualitative findings, underscoring the central role of digital tools in shaping efficiency outcomes. It recommends developing and implementing a Tech-Driven Administrative Optimization Training Plan to address skill gaps, strengthen digital literacy, and institutionalize the effective use of technology in school management.
