Abstract
This study assessed the digital competency of school heads and its impact on school management in public elementary and secondary schools in the Barili II District for the school year 2025–2026, serving as the basis for a proposed Computer Literacy Training Design. Using a mixed-method approach, the study explored the relationship between administrators' digital proficiency and effective school leadership outcomes. The findings revealed that respondents showed a generally positive self-assessment across all domains of digital competence. They agreed on their abilities in Communication and Collaboration and ICT Planning and Policy, indicating moderate confidence in engaging digitally with stakeholders and contributing to ICT-related planning. In contrast, they strongly agreed on their competence in Learning Management System (LMS) usage, Data Management, Digital Safety and Security, and Professional Development, reflecting a high level of confidence and involvement in these technical areas. The analysis of demographic profiles showed mixed results. While Communication and Collaboration, LMS use, and Professional Development were significantly influenced by demographic variables, domains such as Data Management, ICT Planning and Policy, and Digital Safety and Security were not, suggesting the possible effect of standardized training. Major challenges identified include technical difficulties, lack of resources, limited digital literacy, inadequate infrastructure, disrupted communication, and confidence issues caused by insufficient training and support.
