Digital Technology Integration in Public Secondary Schools Towards Developing a Lead-ICT Framework

This study examined digital-age instructional leadership and its relationship with technology integration in public secondary schools. Specifically, it assessed leadership practices in terms of visionary leadership, digital resource management, professional learning, technology-supported supervision, and ICT policy implementation. It also determined teachers’ level of technology integration using the Technological Pedagogical Content Knowledge (TPACK) framework and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model. In addition, the study identified challenges encountered by teachers and analyzed differences between digital natives and digital immigrants in selected domains. A quantitative-descriptive and correlational research design was employed. Data were collected from teacher-respondents through a validated survey questionnaire. Statistical tools, including mean, standard deviation, regression analysis, and t-test, were used to analyze the data. Findings revealed that school leaders demonstrated a high level of digital-age instructional leadership, while teachers exhibited a very high level of technology integration, particularly in pedagogical practices. However, technology use was more evident at enhancement levels (substitution and augmentation) rather than at transformative levels (modification and redefinition). Teachers reported moderate to high levels of challenges, with student-related factors and limited access to resources emerging as the most significant barriers. Significant differences were found between digital natives and digital immigrants in selected areas of technology integration. Moreover, results indicated a statistically significant relationship between digital-age instructional leadership and teachers’ level of technology integration. The study concluded that strengthening student readiness and improving resource availability are essential for achieving transformative ICT integration. A Digital-Age Instructional Leadership for ICT Integration framework was proposed to support improved teaching practices and enhanced student learning outcomes.