Assessment of School Administrators’ in Facilitating Technology Integration: Basis for Strategic Implementation

The integration of technology in education has revolutionized traditional teaching and learning approaches, making it imperative for school administrators to play an active role in fostering innovation. Beyond infrastructure availability, successful technology integration depends on the administrators’ leadership, vision, and support in providing resources, training, and encouragement to teachers. This study assessed the extent to which school administrators in the Division of Tangub City facilitate technology integration, serving as the basis for a proposed strategic implementation plan. A quantitative comparative research design was employed, involving school administrators from various institutions within the Division of Tangub City. Data were collected through a researcher-made structured questionnaire comprising three parts: demographic profile, facilitation of technology integration, and areas of strategic leadership. Statistical tools such as frequency and percentage, mean and standard deviation, independent t-test, and one-way ANOVA were utilized to analyze the data and determine significant differences based on demographic variables such as age, sex, educational attainment, and years of experience. Findings revealed that administrators demonstrated a high extent of facilitation in all dimensions of technology integration, with professional development facilitation receiving the highest mean (M = 3.760), followed by support and encouragement (M = 3.732) and innovative decision-making (M = 3.712). Differences were found only in terms of sex (p = 0.049), indicating gender-based variations in facilitation levels, while age, education, and experience showed no significant differences. Overall, school administrators in Tangub City actively promote technology integration through visionary leadership, professional development, and collaborative practices. Strengthening gender-sensitive training programs and sustained monitoring mechanisms are recommended to enhance equitable and effective implementation of educational technology strategies.