ABSTRACT
This study determined the technical support by the school heads and the technological proficiency of Grade 2 teachers in public elementary schools in one City Division in Albay for the School Year 2025–2026, serving as the basis for developing a learning and development program to enhance both school heads’ support and teachers’ digital competencies. Specifically, it examined the extent of technical support of the School Heads in enhancing the technological proficiency of Grade 2 teachers along content, pedagogy, assessment of learning, and learning resources, and assessed teachers’ technological proficiency in using flexible learning management system (LMS), educational online resources (EOR), digital proficiency in communication (DPC) and utilization of computer hardware and software applications (UCHS). This study identified the learning and development training design to enhance the school heads’ technical support and teacher’s technological proficiency to further strengthen these areas. The study was delimited to three districts of the Division in Albay, Bicol Region, Philippines, involving 55 school heads and 65 Grade 2 teachers. A descriptive research design was employed, utilizing survey questionnaires and assessment tools to gather data. Data were analyzed using frequency counts, percentages, weighted means, and correlation analysis to determine differences between variables.
The extent of technical support provided by school heads was highest in Learning Resources, with a weighted mean of 4.27, interpreted as High Extent of Support, while the lowest support was observed in guiding teachers in using digital portfolios, with a weighted mean of 3.87, also interpreted as High Extent of Support. In Pedagogy, the highest support was in developing teachers’ skills in digital storytelling and multimedia presentations WM = 4.12, High Extent of Support, whereas the lowest was in increasing budget allocations for technology WM = 4.08, High Extent of Support. For Assessment of Learning, support was highest in facilitating communication of student progress to stakeholders WM = 4.17, High Extent of Support, with the least support given to digital formative assessments WM = 3.98, High Extent of Support. The ANOVA results showed that the computed F-value of 8.35 was higher than the critical value of 2.87 at the 0.05 level of significance, indicating a significant difference in the extent of technical support across the variables. In terms of teachers’ technological proficiency, the highest proficiency was observed in accessing the LIS, WM = 4.48, Very Satisfactory, while the lowest proficiency was in basic device operations such as booting, restarting, and shutting down equipment WM = 3.73, Very Satisfactory. The computed F-value of 4.56 exceeded the critical value of 3.20 at α = 0.05, showing a significant difference in the level of technological proficiency among the variables.
Recommendations included addressing the need for better digital support. Future efforts focus on increasing resource allocation and providing targeted training on digital portfolio use. Since support across areas is uneven, future strategies should aim to develop a balanced support system that enhances assistance in content, pedagogy, and assessment equally. Given weaknesses in device maintenance and scoring, professional development programs should prioritize routine device management and assessment procedures. To strengthen the link between support and digital skills, future initiatives should involve school leaders more actively in providing ongoing, personalized support to teachers. Developing comprehensive, ongoing evaluation tools will be essential in future efforts to monitor progress, identify gaps, and guide continuous improvement in digital competencies and support systems. Future researchers are encouraged to expand the scope of the study by including a larger sample size and additional school divisions to improve the generalizability of finding. Further studies may also explore other variables such as teachers’ attitude, digital literacy levels, availability of ICT infrastructure and centralized automation of school forms.
INTRODUCTION
Education plays a vital role in shaping a child’s future and contributing to national development. Effective school leadership creates a positive school climate, supporting teachers, students, and the community, and ensuring that school programs are implemented efficiently. Strong technical and instructional support from school heads improves the quality of teaching, encourages professional growth, and raises the overall performance of the school.
Article XIV of the 1987 Philippine Constitution, Sections 1, 2, 5, and 10, provides the legal foundation of this study. Section 1 upholds the State’s duty to protect and promote the right of all citizens to quality education at all levels and to make it accessible to all. Section 2 emphasizes the establishment of a complete, adequate, and integrated system of education relevant to national development. Section 5 highlights the State’s priority on research, science and technology, and innovation to support national development. Section 10 further strengthens the promotion of science and technology and encourages research and innovation as tools for progress. In addition, DepEd Order No. 42, s. 2017 formally adopted the Philippine Professional Standards for Teachers as the national framework for teacher quality. Under Domain 1, Indicator 1.3.2 emphasizes the positive and purposeful use of Information and Communication Technology (ICT) to facilitate teaching and learning. This indicator requires proficient teachers not only to use digital tools but to integrate them responsibly, ethically, and pedagogically to enhance learner engagement, understanding, and achievement, reflecting the demands of 21st century education. The National Competency-Based Standards for School Heads (NCBSSH) introduced by DepEd Order No. 32, s. 2010, provides guidance on leadership competencies, while DepEd Memorandum No. 50, s. 2020 identifies key areas for professional development of teachers and school heads aligned with national professional standards.
The purpose of this study was to determine the extent to which public elementary school heads provide technical support for the learning and development program to teachers, and how such support impacts school programs and overall performance. The findings aimed to contribute to the design of relevant training programs that strengthen leadership capacity and advance teacher development in schools.
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