Technology Utilization and Its Influence on Effective Instructional Supervision among School Heads in Ligao City
DOI:
https://doi.org/10.65339/ijsair.V2.I2.492Keywords:
Clinical Supervision, Digital Tools, Instructional Leadership, Instructional Supervision, School Heads, Teacher Development, Technology UtilizationAbstract
This study determined the extent of technology utilization and its influence on effective instructional supervision among school heads in the Schools Division of Ligao City during School Year 2025–2026. It was anchored on Instructional Leadership Theory, Transformational Leadership Theory, the Clinical Supervision Model, and the researcher-developed Catalytic Instructional Supervision Theory. The study employed a descriptive-quantitative research design using a researcher-made questionnaire administered to 55 school heads and 133 teachers, with a total of 188 respondents. Data were analyzed using frequency count, ranking, percentage, weighted mean, chi-square test, and Kruskal-Wallis H Test. Findings showed that school heads very much utilized technological tools in instructional supervision, with an overall weighted mean of 4.35. The most utilized tools included Zoom and Google Meet for virtual walkthroughs, Google Forms and related applications for digital observation, and email or messaging applications for post-conference feedback. Technology also had a very great influence on supervisory performance, with an overall weighted mean of 4.26, particularly in scheduling, data retrieval, professional development diagnosis, documentation, and feedback. The Kruskal-Wallis result showed a significant difference between the perceptions of teachers and school heads, leading to the rejection of the null hypothesis. Based on the findings, an instructional supervisory guide integrating technology was developed, focusing on less-utilized tools such as cloud-based storage, Google Calendar, Loom, Canva, and Padlet. The study supports SDG 4 on Quality Education, SDG 9 on Industry, Innovation and Infrastructure, SDG 16 on Strong Institutions, and SDG 17 on Partnerships for the Goals. Its sustainability impact lies in strengthening educational leadership, institutional supervision, technology-supported governance, and continuous professional development in public elementary schools.
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