INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) ACCESS AND COMPETENCE OF SCHOOL LEADERS AND TEACHERS IN SECONDARY SCHOOLS

This study investigated the extent of Information and Communication Technology (ICT) access and competence among secondary school leaders and teachers and examined the challenges they encounter in integrating ICT into teaching management. A quantitative descriptive-correlational approach was employed, involving 123 teachers and 4 school heads selected through total enumeration in the SV–SLR District. Data were obtained using a validated researcher-developed instrument and analyzed using weighted mean, Pearson’s r, and Kendall’s W. Findings indicate that ICT resources were generally available; however, disparities were observed in IT support services for school leaders and infrastructure reliability for teachers. Teachers demonstrated a higher level of ICT competence compared to school leaders. Insufficient technical support and limited structured training emerged as the most pressing concerns. Statistical analysis revealed a significant positive association between ICT access and competence (r = .634, p < .05), as well as significant agreement regarding perceived challenges. The study underscores the necessity of strengthening institutional ICT support systems and proposes Project iLEAD as a structured framework for enhancing digital leadership and professional competence in secondary schools.