Social Media Utilization and Leadership Practices of Secondary School Heads in the Province of Sorsogon
DOI:
https://doi.org/10.65339/ijsair.V2.I2.177Keywords:
Accountability, Adaptability, Digital Leadership, Leadership Practices, Information Dissemination, Social Media Utilization, Stakeholder Engagement, Secondary School Heads, SorsogonAbstract
This study examined the social media utilization and leadership practices of secondary school heads in the Province of Sorsogon. Anchored on technology acceptance, Social Capital Theory, Educational Leadership Theory, and the Integrated Digital Social Leadership (IDSL) Framework, the study investigated how social media platforms are used in communication, information dissemination, stakeholder engagement, and resource-related functions, and how these relate to educational leadership practices. A descriptive-correlational research design was employed. The respondents were secondary school heads from public small secondary schools in the Schools Division of Sorsogon, selected through total enumeration. Data were gathered through a researcher-made questionnaire validated by experts and pilot-tested prior to administration. Statistical tools used included frequency count, percentage, rank, weighted mean, and Pearson Product–Moment Correlation Coefficient with t-test. Findings showed that Facebook and Messenger were the most commonly used platforms. Social media was often utilized for communication, information dissemination, stakeholder engagement, and resource-related functions, with information dissemination showing the highest level of use. Leadership practices in policy implementation and compliance, accountability, responsiveness, adaptability, and achievement of organizational goals were all rated highly. However, the analysis revealed no significant relationship between social media utilization and leadership practices, indicating that frequent social media use did not directly correspond to stronger leadership performance. The study also found that opportunities for digital leadership were present, particularly in communication and stakeholder engagement, but challenges remained in ICT training, infrastructure, funding, and institutional support. It was concluded that social media serves as a useful support tool in school leadership, but its effectiveness depends on purposeful, ethical, and well-supported implementation. The study recommends continued strategic use of social media, stronger participatory digital practices, and improved institutional support for digital leadership. The study is aligned with SDG 4, SDG 9, and SDG 16 through its focus on quality education, digital infrastructure, and accountable school governance. Its sustainability impact lies in strengthening institutional, educational, technological, and community-based leadership practices in public secondary schools.
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