Instructional and Technology Leadership of School Heads, and Attitude Towards ICT: A Structural Equation Model on ICT Literacy of Public School Teachers
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Abstract
The study was aimed at determining the best-fit structural model ICT literacy as influenced by the instructional and technology leadership of school heads and attitudes towards ICT. The respondents of this study were the 409 public elementary school teachers in the Caraga Region, Philippines, using correlational and structural equation modeling. Mean, Pearson r, Structural Equation Model were the statistical used in the study. The result showed that the levels of instructional leadership and technology leadership were very high, and attitudes towards ICT and ICT literacy were high. Further, all exogenous variables instructional leadership, technology leadership, and attitudes towards ICT showed significant correlations with ICT literacy. Finally, findings showed that Model 3 is the best-fit structural model. Model 3 revealed that exogenous variable instructional leadership of school heads was described by its two remaining indicators, namely, communicating the school goals and providing incentives for learning; exogenous variable technology leadership was explained by its two indicators, namely, leadership and vision and social, legal, and ethical issues, and the exogenous variable, attitudes towards ICT was measured using two retained indicators, namely, attitude towards obstacles and attitude towards social and cultural factors. On the other hand, the endogenous variable ICT literacy was described by its two retained indicators, namely, access and evaluation. This implies that in order to enhance ICT literacy, teachers may work on developing the retained indicators by way of establishing teacher effectiveness and improving student outcomes in an increasingly digital world. These insights contribute to the developing body of knowledge and align with DepEd’s goals, supporting SDG 4 on quality education, which ultimately benefits the entire teaching community and the educational system.
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