DIGITAL LEADERSHIP & CAPABILITIES OF PUBLIC-SCHOOL ADMINISTRATORS IN THE DIVISION OF BATAAN: BASIS FOR LEADERSHIP ENHANCEMENT PROGRAM

This study investigated the digital leadership and digital capabilities of public-school administrators in the Division of Bataan as a basis for developing a leadership enhancement program. Employing a descriptive quantitative research design, the study utilized the survey method, with public school teachers serving as respondents who evaluated the digital leadership and capabilities of their respective administrators. A researcher-adopted questionnaire measured digital leadership in terms of digital communication, digital literacy, and digital awareness and adaptability, as well as digital capabilities in terms of professional development and technical support. The study also examined differences in teachers’ perceptions across age, sex, and length of service, and identified leadership challenges and barriers encountered by administrators. Data were analyzed using descriptive and inferential statistical techniques with the aid of SPSS software. Results indicated that school administrators demonstrated evident digital leadership across all dimensions and possessed evident digital capabilities in professional development and technical support. Significant differences in selected aspects of digital leadership were found when respondents were grouped by age and length of service, while digital capabilities remained consistent across demographic variables. Challenges related to advanced digital competencies, limited training opportunities, infrastructure limitations, and resistance to change were likewise identified. The findings suggest that although administrators exhibit foundational digital leadership and capabilities, the implementation of a structured leadership enhancement program is essential to strengthen advanced digital skills, adaptive leadership practices, and sustainable professional development and technical support systems.