TOWARDS A DIGITAL SCHOOL LEADERSHIP FRAMEWORK FOR SCHOOLHEAD AND THE TEACHER DIGITAL COMPETENCE: INPUT FOR SCHOOL LEADER DIGITAL LEARNING GUIDE

Abstract

Digital school leadership of schoolhead and the teacher digital competence have gained prominence in enhancing quality education in the 21st Century. This descriptive-evaluative research study focused on extent of practice of leadership skills in the Digital Era of the School leaders, teacher’s teacher digital competence in Division of San Jose del Monte Bulacan and Division of Rizal., where data were collected from teachers, and schoolheads from secondary schools. Findings indicated a high rating for level of principal’s digital leadership in terms of visionary leadership, teaching and learning, professional practice, support, management, and operations, assessment and evaluation, social legal and ethical issues as assessed by School Administrators and teachers themselves. More so, teachers’ level of digital competence in terms of technology operations and concepts; planning and designing learning environments and experiences; assessment and evaluation; productivity and professional practice; social, ethical, legal, and human issues; and planning of teaching according to individual differences and special needs was observed high level. Results revealed that there is significant relationship between the principal’s digital leadership and teachers’ digital competence. It may probably be attributed to the fact that principal’s digital leadership, as far as they are concerned, affects to and its teachers’ digital competence. Barriers to effective digital school leadership can be addressed through school leader digital learning guide to enhance their confidence and competencies with technology of schoolheads and teachers.