School Structure and Technology Integration in Instruction: Its Relationship to School Heads’ Leadership

This study examines the relationship between school structure, technology integration in instruction, and the leadership effectiveness of school heads. Respondents, a diverse group of educational professionals from Instituto Nacional Maestro Alberto Masferrer (INAM), assessed key aspects of their school environment, including the physical and organizational structure, levels of technology integration, and school head leadership along dimensions such as role clarity and instructional effectiveness. The sample consisted of 90 respondents, predominantly classroom teachers, reflecting varied demographics, including age, gender, and years of experience. Data collected through a structured questionnaire indicated high satisfaction with school structure (mean = 4.03) and organizational setup (mean = 4.08). Respondents reported positive perceptions of technology integration and school head leadership, with mean scores of 4.05 and 4.1, respectively. ANOVA results revealed significant differences in assessments based on civil status (F-value = 1.919, P-value = 0.015). Correlation analysis demonstrated a strong positive relationship between school leadership and both school structure (r = 0.722) and technology integration (r = 0.806). These findings highlight the critical role of effective school leadership in fostering an environment conducive to technology use and improving educational outcomes. Recommendations include targeted professional development for teachers and school heads, promoting a collaborative culture, and regularly assessing staff perceptions to inform leadership practices and enhance the educational experience.