CULTURALLY RESPONSIVE LEADERS AND TEACHERS' INTRAPERSONAL TECHNOLOGY INTEGRATION IN GOV GEN NEW DISTRICT IN DAVAO ORIENTAL DIVISION

This study aimed to determine the significant relationship between culturally responsive leaders and intrapersonal technology integration among teachers in the Division of Davao Oriental. Using a descriptive-correlational research design, the study involved 130 selected teacher-respondents and employed validated and pilot-tested research instruments. Statistical tools such as weighted mean, Pearson product-moment correlation, and multiple regression analysis were used to analyze the data. Results revealed that both culturally responsive leadership and intrapersonal technology integration were rated at an extensive level, indicating that these practices are oftentimes evident among teachers. The findings further revealed a significant positive relationship between culturally responsive leaders and intrapersonal technology integration, leading to the rejection of the null hypotheses. Specifically, the domains of culturally responsive leadership, inclusiveness, development, validation, and cultivation, were found to significantly influence intrapersonal technology integration. Among these, inclusiveness had the strongest predictive value. These findings emphasize the critical role of culturally responsive leadership in enhancing teachers’ confidence, motivation, and interest in integrating technology into their professional practices. The study underscores the need for continuous leadership development and technological capacity-building to promote equity and innovation in education. Recommendations were made for educational leaders, school administrators, teachers, and future researchers to further strengthen these essential components of effective 21st-century education. Keywords: Culturally Responsive Leadership; Intrapersonal Technology Integration; Inclusiveness; Teacher Leadership; Educational Equity.