School Leaders E-Governance and Organizational Agility of Public Junior High Schools in the Division of Cavite Province: Basis for Continuous Improvement Program

Abstract

This study assessed school leaders’ e-governance and the organizational agility of selected public junior high schools in the Division of Cavite Province as a basis for a Continuous Improvement Program. A quantitative descriptive-correlational design was used. The study involved 414 respondents composed of nine principals, 46 department heads, and 359 teachers during School Year 2025–2026. A researcher-made and modified five-point survey questionnaire was administered, and the data were analyzed using frequency, percentage, weighted mean, analysis of variance, and Pearson product-moment correlation. School leaders’ e-governance was Evident (M = 3.89), with online communication and collaboration platforms obtaining the highest domain mean (M = 4.23). Significant differences were found among principals, department heads, and teachers across all seven e-governance dimensions. Organizational agility was also Evident (M = 4.02), led by ICT integration and digital competence (M = 4.14) and continuous learning and motivation (M = 4.10). E-governance was significantly related to leadership adaptability (r = .87), teachers’ empowerment and collaboration (r = .84), ICT integration and digital competence (r = .63), decision-making and responsiveness (r = .58), and continuous learning and motivation (r = .52), with p = .001 in all tests. Challenges in e-governance and organizational agility obtained means of 3.70 and 3.59, respectively, and were concentrated in unstable internet connectivity, insufficient and outdated ICT resources, uneven digital skills, and weak continuity mechanisms. The proposed Continuous Improvement Program was Highly Acceptable (M = 4.31). The findings demonstrate that effective digital governance is strongly associated with adaptive leadership, empowered personnel, responsive decisions, and sustained organizational learning.