Challenges, Opportunities, and Teachers’ Perception of School Heads’ Instructional Leadership in the Digital Era at Buenavista Integrated School
DOI:
https://doi.org/10.65339/ijsair.V2.I2.281Keywords:
Challenges, Digital era, Digital Learning Environment, Instructional Leadership, Instructional Supervision, School Heads, Teachers’ Perceptions, Technology IntegrationAbstract
This study examined the challenges, opportunities, and teachers’ perceptions of school heads’ instructional leadership in the digital era at Buenavista Integrated School. It was anchored on Transformational Leadership Theory, Instructional Leadership Theory, and Technology Leadership Theory, and was framed conceptually through an input-process-output approach. Using a quantitative descriptive-correlational design, the study involved 30 teachers selected through convenience sampling. Data were gathered through a researcher-made structured questionnaire covering teachers’ demographic profile, challenges encountered, opportunities experienced, and perceptions of school heads’ instructional leadership in terms of instructional supervision, digital professional development, technology integration, instructional monitoring, innovation and collaboration, and digital learning environment. Data were analyzed using frequency count, percentage, weighted mean, ranking, and Pearson r Correlation Coefficient. The findings showed that most respondents were young, female, had master’s units, and had moderate teaching experience. Teachers generally disagreed that they experienced major challenges in their school heads’ instructional leadership in the digital era, although limited access to digital resources and infrastructure emerged as a notable concern. They strongly agreed that they experienced meaningful opportunities, particularly in technology integration, communication, continuous learning, and innovation. Teachers also positively perceived their school heads’ instructional leadership across instructional supervision, technology integration, innovation and collaboration, and digital learning environment, while digital professional development and instructional monitoring were rated positively but indicated areas for further enhancement. The relationship between teachers’ profile and their perceptions of school heads’ instructional leadership was weak positive but not statistically significant. The study concludes that school heads generally demonstrated effective instructional leadership in the digital era, with resource access, monitoring, and professional development requiring continued improvement. It recommends strengthening feedback mechanisms, structured digital professional development, instructional monitoring, inclusive digital practices, and collaborative innovation. The study aligns with SDG 4, SDG 9, and SDG 16 by supporting quality education, educational innovation, and responsive school leadership. Its sustainability impact lies in strengthening educational, digital, institutional, and community-based school improvement in a rural public-school context.
References
A’mar, F., & Eleyan, D. (2022). Effect of principal’s technology leadership on teacher’s technology integration. International Journal of Instruction, 15(1), 781–798. https://doi.org/10.29333/iji.2022.15145a
Ablasa, L. A., & Liwan, R. K. (2024). The role of school leaders in enhancing digital literacy: For teachers and students. Ignatian International Journal for Multidisciplinary Research, 8(2), 1031–1036.
Adams, D., Namoco, S. O., Ng, A. Y. M., & Cheah, K. S. (2023). Leading schools during a pandemic and beyond: Insights from principals in the Philippines. Management in Education, 08920206231177375.
Aghaziarati, A., Nejatifar, S., & Abedi, A. (2023). Artificial intelligence in education: Investigating teacher attitudes.
Alayan, G. A. (2022). School heads’ technological leadership and teachers’ ICT integration in instruction in the public elementary schools in the Division of Quezon. Psychology and Education: A Multidisciplinary Journal, 3(2), 2–15.
Alde, A. S. (2024). Digital leadership and school management capabilities of school administrators and teachers digital teaching performance: Basis for professional development program. International Journal for Multidisciplinary Research.
Alkhawaldeh, M. A., & Khasawneh, M. A. S. (2023). Understanding the perceptions and challenges of teachers in the age of technology. Journal of Namibian Studies, 37.
Amemasor, S. K., Oppong, S. O., Ghansah, B., Benuwa, B. B., & Essel, D. D. (2025, May). A systematic review on the impact of teacher professional development on digital instructional integration and teaching practices. In Frontiers in Education (Vol. 10, Article 1541031). Frontiers Media SA.
Anderson, R. E., & Dexter, S. (2005). School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Quarterly, 41(1), 49–82. https://doi.org/10.1177/0013161X04269517
Anwar, S., & Saraih, U. N. (2024). Digital leadership in the digital era of education: Enhancing knowledge sharing and emotional intelligence. International Journal of Educational Management, 38(6), 1581–1611.
Antonopoulou, H., Matzavinou, P., Giannoukou, I., & Halkiopoulos, C. (2025). Teachers’ digital leadership and competencies in primary education: A cross-sectional behavioral study. Education Sciences, 15(2), 215. https://doi.org/10.3390/educsci15020215
Arombo, C. M. (2023). Master teachers-school heads designate’s instructional competencies, instructional leadership practices and challenges. Psychology and Education: A Multidisciplinary Journal, 15(9), 1–1.
Baroudi, S. (2022). Leading in times of crisis: Evidence of digital transformational leadership among Arab female educational leaders. International Journal of Leadership in Education, 1–22.
Bass, B. M. (1985). Leadership and performance beyond expectations. Free Press.
Baydar, F. (2022). The role of educational leaders in the development of students' technology use and digital citizenship. Malaysian Online Journal of Educational Technology, 10(1), 32–46.
Bendanillo, A. C. (2025). Instructional leadership skills of school head, teachers’ use of technology for classroom management and academic performance of Grade 2 learners.
Berkovich, I., & Hassan, T. (2024). Principals’ digital instructional leadership during the pandemic: Impact on teachers’ intrinsic motivation and students’ learning. Educational Management Administration & Leadership, 52(4), 934–954. https://doi.org/10.1177/17411432221113411
Burns, J. M. (1978). Leadership. Harper & Row.
Cheng, E. C. K., & Wang, T. (2023). Leading digital transformation and eliminating barriers for teachers to incorporate artificial intelligence in basic education in Hong Kong. Computers and Education: Artificial Intelligence, 5, 100171. https://doi.org/10.1016/j.caeai.2023.100171
Cikusin, Y., & Mistar, J. (2024). Challenges and strategies in adopting Google Workspace for education: Perspectives from educational leaders in Indonesia. Available at SSRN 4758623.
Cox, J. S., & Mullen, C. A. (2023). Impacting student achievement: Principals’ instructional leadership practice in two Title I rural schools. Journal of School Leadership, 33(1), 3–25.
Cruz, M. M. D., & Blanco, R. M. (2023). Master teachers as instructional leaders amidst the challenges of 21st century teaching learning. Lunday: Research Journal of the Graduate School of Bulacan State University, 5(1), 12–12.
Daing, C. A., & Mustapha, L. C. (2023). School administrators’ instructional leadership skills and teachers’ performance and efficacy in senior high schools in the national capital region, Philippines. International Journal of Educational Policy Research and Review, 11(1), 1.
Dasruth, J., Naicker, S. R., & Smith, C. (2024). Teachers’ perceptions of principals’ digital leadership practices in a school district in a developing country. Social Sciences & Humanities Open, 10, 101192. https://doi.org/10.1016/j.ssaho.2024.101192
Del Mundo, H. J. C. (2022). 21st century digital skills, technology integration in instruction and challenges encountered by senior high school teachers in Muntinlupa National High School. International Journal of Multicultural Research and Analysis, 5, 1159–1172.
Department of Education. (2017). DepEd Order No. 42, s. 2017: National adoption and implementation of the Philippine Professional Standards for Teachers (PPST). Department of Education.
Department of Education. (2020). DepEd Order No. 12, s. 2020: Adoption of the Basic Education Learning Continuity Plan for School Year 2020–2021 in the light of the COVID-19 public health emergency. Department of Education.
Derder, A. T., Sudaria, R. V., & Paglinawan, J. L. (2024). Digital infrastructure on teaching effectiveness of public-school teachers. Enhancing Equity and Excellence in Education, 62, 1–16.
Ermita, L., & Baysa, M. L. (2025). Transformational leadership practices of school heads: Teachers’ motivation and school performance. Jurnal Inovasi Pendidikan, 3(3), 178–202. https://doi.org/10.60132/jip.v3i3.499
Faizuddin, A., Azizan, N. A., Othman, A., & Ismail, S. N. (2022, October). Continuous professional development programmes for school principals in the 21st century: Lessons learned from educational leadership practices. In Frontiers in Education (Vol. 7, Article 983807). Frontiers Media SA.
Fitrah, M., Sofroniou, A., Yarmanetti, N., Ismail, I. H., Anggraini, H., Nissa, I. C., ... & Setiawan, D. (2025). Are teachers ready to adopt deep learning pedagogy? The role of technology and 21st-century competencies amid educational policy reform. Education Sciences, 15(10), 1344. https://doi.org/10.3390/educsci15101344
Fullan, M., Azorín, C., Harris, A., & Jones, M. (2024). Artificial intelligence and school leadership: Challenges, opportunities and implications. School Leadership & Management, 44(4), 339–346. https://doi.org/10.1080/13632434.2023.2246856
Gabato, M. A. E. (2025). Digital integration and instructional leadership of school heads: Basis for an enhancement plan.
Gading, S. J. L. (2024). Instructional leadership practices of the school heads to improve teachers’ performance. United International Journal for Research & Technology, 5(6), 89–119.
Hallinger, P. (1985). Assessing the instructional management behavior of principals. The Elementary School Journal, 86(2), 217–247.
Hassan, T., & Berkovich, I. (2023). Digital instructional leadership in schools facing different levels of challenging contexts: A survey study during the COVID-19 pandemic. Management in Education. https://doi.org/10.1177/08920206231207586
Hathaway, D. M., Gudmundsdottir, G. B., & Korona, M. (2024). Teachers’ online preparedness in times of crises: Trends from Norway and US. Education and Information Technologies, 29(2), 1489–1517. https://doi.org/10.1007/s10639-023-11733-5
Hazzan-Bishara, A., Kol, O., & Levy, S. (2025). The factors affecting teachers’ adoption of AI technologies: A unified model of external and internal determinants. Education and Information Technologies, 30(11), 15043–15069. https://doi.org/10.1007/s10639-025-13393-z
Hero, J. L. (2020). Exploring the principal's technology leadership: Its influence on teachers' technological proficiency.
Hungo, M. O., Casinillo, L., & Madrigal, D. V. (2023). Leadership and challenges: A phenomenological exploration of teacher-principals in the Philippines. Philippine Social Science Journal, 6(4), 72–84.
Irawan, D. B., Marisya, F., Hatidah, H., & Purwanto, M. B. (2024). Changing principal leadership in the age of digitalization. INTERACTION: Jurnal Pendidikan Bahasa, 11(1), 218–232. https://doi.org/10.36232/jurnalpendidikanbahasa.v11i1.6033
Jimeno, J. B., & Prado, N. (2024). Quality leadership and management, technology based instruction, work attitude and teachers performance in the new normal. International Journal of Multidisciplinary: Applied Business and Education Research, 5(1), 251–284.
Joan, S., Jennifer, V., Medalla, P., & Iris, G. (2025). Instructional leadership among elementary school heads: Examining the relationships of demographic profiles, leadership practices and associated challenges. CTU Journal of Innovation and Sustainable Development, 17(3), 74–87.
Kafa, A. (2025). Exploring integration aspects of school leadership in the context of digitalization and artificial intelligence. International Journal of Educational Management, 39(8), 98–115.
Karakose, T., & Tülübas, T. (2024). School leadership and management in the age of artificial intelligence (AI): Recent developments and future prospects. Educational Process: International Journal, 13(1), 7–14.
Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430–453. https://doi.org/10.1177/1741143220910438
Lucas, M., & Vicente, P. N. (2023). A double-edged sword: Teachers’ perceptions of the benefits and challenges of online teaching and learning in higher education. Education and Information Technologies, 28(5), 5083–5103. https://doi.org/10.1007/s10639-022-11363-3
Maala, E. B., & Lagos, F. D. (2022). Technological leadership of school heads and teachers’ technology integration: Basis for the development of a training program. International Journal of Multidisciplinary: Applied Business and Education Research, 3(10), 2074–2089. https://doi.org/10.11594/ijmaber.03.10.19
Macatuno-Nocom, N. (2019). Digital leadership practices of select deans in Philippine state universities and colleges: Implications on the 21st century education. International Journal of Global Community, 2(1), 1–22.
Magdaraog, R. B. (2025). Influence of instructional leadership practices of school heads on teachers’ motivation and competence. United International Journal for Research & Technology, 6(4), 10–34.
Mar, N. A. (2024). Integration of technology and Islamic education in the digital era: Challenges, opportunities and strategies. Journal of Scientific Insights, 1(1), 1–8.
Marrone, R., Fowler, S., Bathakur, A., Dawson, S., Siemens, G., & Singh, C. (2025). Perceptions and perspectives of Australian school leaders on the integration of artificial intelligence in schools. School Leadership & Management, 45(1), 30–52. https://doi.org/10.1080/13632434.2024.2425019
Maryati, T., Lapasau, M., & Wahid, S. A. (2025). Enhancing principal effectiveness: A meta-analysis on the roles of academic supervision and instructional leadership. Jurnal Penelitian Pendidikan IPA, 11(9), 146–156.
Masrur, M. (2023). The challenges of implementing online-based leadership in the application of education innovations. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 8(2), 227–241.
Meng, N., & Sermsri, N. (2024). Integration of big data and AI in educational leadership practices: Opportunities and challenges. Eurasian Journal of Educational Research (EJER), (111).
Msila, V. (2022). Higher education leadership in a time of digital technologies: A South African case study. International Journal of Information and Education Technology, 12(10), 1110–1117.
Mushadi, M., Usman, N., & Bahrun, B. (2025). Empowering teachers in the digital age: Leadership strategies for enhancing pedagogic competencies in high schools. Journal of Educational Management and Learning, 3(1), 32–43.
Mustari, M., & Nurhayati, S. (2024). Multifaceted instructional leadership of school principals to improve student character in the digital era. Al-Hayat: Journal of Islamic Education, 8(2), 488–504. https://doi.org/10.35723/ajie.v8i2.459
Ng, D. T. K., Chan, E. K. C., & Lo, C. K. (2025). Opportunities, challenges and school strategies for integrating generative AI in education. Computers and Education: Artificial Intelligence, 8, 100373. https://doi.org/10.1016/j.caeai.2025.100373
Nurabadi, A., Suhariadi, F., Mardiyanta, A., Triwiyanto, T., & Adha, M. A. (2022). Digital principal instructional leadership in new normal era. International Journal of Evaluation and Research in Education, 11(3), 1090–1098. https://doi.org/10.11591/ijere.v11i3.22483
Oguntoye, L. A. (2024). Teachers' perceptions of teacher leadership and teacher digital pedagogy in a digital learning environment: A qualitative descriptive study (Doctoral dissertation, Trident University International).
Okunlola, J. O., & Naicker, S. R. (2025). Principals’ digital leadership competencies in the Fourth Industrial Revolution: Teachers’ perspectives. Education Sciences, 15(6), 656.
Ortiz Jr, O., Blancia, H., Pamittan-Gabaran, M., Corpin-Garcia, V. L., & Cruz, J. M. M. D. (2025). School heads’ instructional leadership styles and administrative challenges as perceived by school heads and teachers in the Philippines. Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies, 4(2), 114–121.
Padolina-Alcantara, F. P. (2023). Digital era readiness and leadership and management competencies of school heads in the schools division of Marinduque. International Journal for Research in Applied Science and Engineering Technology, 11(5), 2886–2903.
Paloma, M. A. S. (2023). Technology leadership standards of education leaders, teachers’ technological adoption and the integration of technologies in the classroom. International Journal of Research Publications, 124(1).
Philip, R., Patiam, A. M. C., Agpaoa, M. K. A. B., Villanueva, E. R., Kreisler, I., Leonora, V., & Pelayo, R. (2025). Digital leadership pioneers: Navigating outstanding school principals' successes in the evolving educational landscape. IJLTER.org, 24(4), 154–177.
Pitpit, G. M. (2020). Elementary school principals’ instructional leadership practices to retain novice teachers in the Philippines. Walden University.
Prestoza, M. J., & Naldoza, N. (2025). Challenges and practices of instructional leadership: A qualitative inquiry of principals' and teachers'. The Normal Lights, 19(1).
Rasdiana, Wiyono, B. B., Imron, A., Rahma, L., Arifah, N., Azhari, R., ... Maharmawan, M. A. (2024). Elevating teachers’ professional digital competence: Synergies of principals’ instructional e-supervision, technology leadership and digital culture for educational excellence in digital-savvy era. Education Sciences, 14(3), 266.
Reis-Andersson, J. (2024). Leading the digitalisation process in K–12 schools: The school leaders’ perspective. Education and Information Technologies, 29(3), 2585–2603.
Robosa, J., Paras, N., Perante, L., Alvez, T., & Tus, J. (2021). The experiences and challenges faced of the public school teachers amidst the COVID-19 pandemic: A phenomenological study in the Philippines. International Journal of Advance Research and Innovative Ideas in Education, 7(1), 1342–1361.
Rodriguez, M. R. G. (2021). Technology leadership: Assessing the competency level of high school administrators and teachers in the use of ICTs. Journal of Educational Management and Social Sciences, 1(1), 1–13.
Rosa, D., & Agbuya, M. (2022). Digital leadership and teachers' performance: Basis for a proposed training program. International Journal of Multidisciplinary: Applied Business and Education Research, 3(12), 2669–2685.
Ruloff, M., & Petko, D. (2025). School principals’ educational goals and leadership styles for digital transformation: Results from case studies in upper secondary schools. International Journal of Leadership in Education, 28(2), 422–440. https://doi.org/10.1080/13603124.2021.2014979
Siddiq, F., Olofsson, A. D., Lindberg, J. O., & Tomczyk, L. (2024). What will be the new normal? Digital competence and 21st-century skills: Critical and emergent issues in education. Education and Information Technologies, 29(6), 7697–7705. https://doi.org/10.1007/s10639-023-12067-y
Subade, M. T. (2024). Digital leadership of school heads and teachers’ technological proficiency on school outcomes, Schools Division Office of Laguna. International Journal of Research Publications, 148(1). https://doi.org/10.47119/ijrp1001481520246419
Sunu, I. G. K. A. (2022). The impact of digital leadership on teachers’ acceptance and use of digital technologies. Mimbar Ilmu, 27(2), 311–320. https://doi.org/10.23887/mi.v27i2.52832
Tai, M. K., Omar, A. K., Musa, K., & Ghouri, A. M. (2022). Leading teaching and learning in the era of education 4.0: The relationship between perceived teacher competencies and teacher attitudes toward change. Asian Journal of University Education, 18(1), 65–80.
Tanucan, J. C. M., Negrido, C. V., & Malaga, G. N. (2022). Digital leadership of school heads and job satisfaction of teachers in the Philippines during the pandemic. International Journal of Learning, Teaching and Educational Research, 21(10), 1–18. https://doi.org/10.26803/ijlter.21.10.1
Ugur, N. G., & Koç, T. (2019). Leading and teaching with technology: School principals’ perspective. International Journal of Educational Leadership and Management, 7(1), 42–71. https://doi.org/10.17583/ijelm.2019.3758
Ventura, C. V., & Apellido, L. (2025). School heads 21st century instructional leadership and teachers’ performance management in Lambayong 3 District. Psychology and Education: A Multidisciplinary Journal, 36(7), 1–1.
Yohannes, M. E., & Wasonga, T. A. (2023). Leadership styles and teacher job satisfaction in Ethiopian schools. Educational Management Administration & Leadership, 51(5), 1200–1218. https://doi.org/10.1177/17411432211041625
Yuting, Z., Adams, D., & Lee, K. C. S. (2022). The relationship between technology leadership and teacher ICT competency in higher education. Education and Information Technologies, 27(7), 10285–10307. https://doi.org/10.1007/s10639-022-11037-0
