Principals’ Technology Leadership and Its Relationship to Teachers’ Technology Self-Efficacy in Elementary Schools

Abstract

This study examined the relationship between principals’ technology leadership and teachers’ technology self-efficacy in selected public elementary schools in the Inabanga North District, Bohol, during School Year 2025–2026. Anchored on the International Society for Technology in Education (ISTE) Technology Leadership Framework and Bandura’s Self-Efficacy Theory, the research assessed the extent of principals’ technology leadership, the level of teachers’ technology self-efficacy, and the statistical relationship between these constructs. A quantitative descriptive–correlational research design was employed using total enumeration, involving sixty-five (65) teacher respondents. Data were gathered through adapted survey instruments measuring principals’ technology leadership across four domains: Visionary Leadership, Digital-Age Learning Culture, Excellence in Professional Practice, and Systemic Improvement. Teachers’ technology self-efficacy was assessed across four dimensions: Confidence in Using Technology, Instructional Integration, Collaboration and Assessment, and Professional Growth. Descriptive statistics and the Pearson Product-Moment Correlation Coefficient were used in data analysis. Findings revealed that principals demonstrated technology leadership to a great extent (grand mean = 4.29) and teachers reported high levels of technology self-efficacy (grand mean = 3.92). However, no statistically significant relationship was found between the two variables (r = 0.086, p = 0.497), suggesting that teachers’ technological confidence is shaped more by individual experience, training, and professional development than by leadership practices alone. A Digital Leadership Enhancement Plan is proposed to strengthen school-level technology integration.