Authors :
Evernold C. Berial
Volume/Issue :
Volume 6 - 2021, Issue 4 - April
Google Scholar :
http://bitly.ws/9nMw
Scribd :
https://bit.ly/3t1AuvH
Abstract :
The study developed ICT Competence Model
as a basis for a training design. It employed descriptivecorrelational and causal-comparative research design to
determine correlations, best predictor variable, and the
best fit structural equation model of the ICT competence
of school administrators. It was conducted among the
805 elementary school administrators in the five select
school divisions of Region X using an adopted research
questionnaire.
The study revealed that the young adults school
administrators are digital natives, while the rest of
middle-aged and seniors are digital immigrants who
either avoid or are reluctant in using ICT. They need
ICT capability building activities. There is dominance of
males over females in number. Most of the school
administrators are neophytes with little or limited ICT
training. Most of them have post graduate degree. Rural
schools outnumbered the urban school with disparities in
available ICT equipment and infrastructure.
The school heads are skillful in technology
leadership in learning & teaching, productivity &
professional practice, leadership & vision, social, legal &
ethical issues, support management & operation, and
assessment & evaluation. They have a positive attitude
and manifested preferential use of ICT cognizance with
its relevance and importance in increasing productivity.
They also possessed basic level of ICT Competence and
can perform most of the basic ICT operations and use it
sometimes as tool for administration.
There is a significant relationship of the ICT
competence of school administrators with the ICT
training & years of administration and technology
leadership skills and attitude in productivity &
professional practice with different strength and
direction. Attitude is the best predictor of ICT
competence of school administrators followed by
technology leadership skills. The ICT Competence
Model of school administrators is anchored on the
combined influence of technology leadership skills and
attitude towards ICT. Its states that the higher the
technology leadership skills an attitude they have, the
more ICT competent they become. From the model,
training on ICT productivity tools was conceptualized to
enhance the ICT competence of school heads.
Keywords :
Socio-Demographic Characteristics, Technology Leadership, Attitudes, ICT Competence.
The study developed ICT Competence Model
as a basis for a training design. It employed descriptivecorrelational and causal-comparative research design to
determine correlations, best predictor variable, and the
best fit structural equation model of the ICT competence
of school administrators. It was conducted among the
805 elementary school administrators in the five select
school divisions of Region X using an adopted research
questionnaire.
The study revealed that the young adults school
administrators are digital natives, while the rest of
middle-aged and seniors are digital immigrants who
either avoid or are reluctant in using ICT. They need
ICT capability building activities. There is dominance of
males over females in number. Most of the school
administrators are neophytes with little or limited ICT
training. Most of them have post graduate degree. Rural
schools outnumbered the urban school with disparities in
available ICT equipment and infrastructure.
The school heads are skillful in technology
leadership in learning & teaching, productivity &
professional practice, leadership & vision, social, legal &
ethical issues, support management & operation, and
assessment & evaluation. They have a positive attitude
and manifested preferential use of ICT cognizance with
its relevance and importance in increasing productivity.
They also possessed basic level of ICT Competence and
can perform most of the basic ICT operations and use it
sometimes as tool for administration.
There is a significant relationship of the ICT
competence of school administrators with the ICT
training & years of administration and technology
leadership skills and attitude in productivity &
professional practice with different strength and
direction. Attitude is the best predictor of ICT
competence of school administrators followed by
technology leadership skills. The ICT Competence
Model of school administrators is anchored on the
combined influence of technology leadership skills and
attitude towards ICT. Its states that the higher the
technology leadership skills an attitude they have, the
more ICT competent they become. From the model,
training on ICT productivity tools was conceptualized to
enhance the ICT competence of school heads.
Keywords :
Socio-Demographic Characteristics, Technology Leadership, Attitudes, ICT Competence.
