Influence of School Principals’ Digital Leadership on Teacher Performance in the East District, Schools Division of Dipolog City
DOI:
https://doi.org/10.65150/EP-gjefm/V2E6/2026-08Keywords:
school principal, digital leadership, teachers’ performance, Dipolog City, PhilippinesAbstract
This study aimed to determine the influence of school principals’ digital leadership on teacher performance in the East District, the Schools Division of Dipolog City, during the School Year 2025-2026. A descriptive correlational research design was utilized. One hundred eighteen (118) teachers in the district were involved as respondents. The statistical tools used were weighted mean, standard deviation, and Spearman Rank-Order Correlation Coefficient (Spearman rho) with MS Excel and JAMOVI as the statistical software. The overall AWV for school principals’ digital leadership was 4.29, described as “Very Extensive” and interpreted as “Always Evident.” Productivity and professional practice obtained the highest mean among all dimensions. A Majority of the teachers (66.10%) obtained a “Very Satisfactory” performance rating. The overall AWV of teachers’ performance was 4.32, interpreted as “Very Satisfactory.” There was a significant positive large/high correlation between school principals’ digital leadership and teachers’ performance (rho = 0.674, p < 0.01). Based on the findings, the author recommends that DepEd Officials strengthen digital leadership training programs for school principals, focusing on technology integration, instructional supervision, digital governance, and data-driven decision-making. Provide adequate funding and equitable allocation of ICT resources, internet connectivity, software, and technological infrastructure to support digital transformation in schools.
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Copyright (c) 2026 Leo C. Naparota, PhD, Granifer A. Jauculan, MAEM (Author)
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