Digital Competencies and Self-Efficacy of Elementary School Heads in Leading Technology-Challenged School

Abstract

This research investigates the digital competencies and self-efficacy of elementary school heads in Samar, Philippines, responding to the increasing demand for digital integration within educational frameworks. As information and communication technologies (ICT) continue to evolve rapidly and play an essential role in the education sector, this study aims to evaluate the existing levels of digital competencies and self-efficacy among school heads and examine how these skills correlate with their demographic characteristics. Utilizing a descriptive correlational research design, the study delves into the relationships between the demographic profiles, digital competencies, and self-efficacy of school heads across various districts within the Catbalogan City Division of Department of Education. The findings reveal a notable positive correlation between the profile of the school head-respondents and their digital competencies specifically in age. The result of the study is consistent with Laouni (2023) who studied about the school principals with similar findings that as the principals get older, they do not exhibit digital competence, particularly in utilizing modern educational technologies and online communication tools. Furthermore, a significant relationship is found in the level of digital self-efficacy and the number of years as school head. This could mean that experienced school heads in the Division of Catbalogan City do not give up using digital tools as they lead their respective stations. In addition, the school location of the school head-respondents displays a significant positive relationship with the dimension on self-regulation relative to digital self-efficacy. This suggests that school heads in certain geographic areas may benefit from more supportive environments that enhance their self-regulatory skills, which in turn boosts their confidence in using digital tools effectively. Moreover, the findings on the correlation between digital competency and digital self-efficacy (DSE) among the school head-respondents illustrate that respondents’ digital competence in technical skills is not significant. Indicating that school head-respondents are not that confident in their technical skills relative to the use of digital tools or technology in their leadership, planning, and implementation in the educational setting. This investigation underscores the pressing need for customized professional development initiatives aimed at enhancing the digital capabilities of school administrators. By improving these skills, educational outcomes can be significantly elevated, fostering a more technology-enriched learning environment for students. The study advocates the implementation of a comprehensive, technology-focused training program designed to equip educational leaders with the essential skills required to navigate the challenges brought about by the digital transformation occurring in education today.