Work Adaptability and Leadership Competence on the Digital Fluency of School Administrators

Marichu A. De Los Reyes and Dr. James L. Paglinawan
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Marichu A. De Los Reyes: Junior High School Teacher, Department of Education, Division of Bukidnon, Macapari National High School, Macapari, Damulog 8721, Bukidnon, Philippines Department of Professional Education, Central Mindanao University, Musuan, Maramag 8710, Bukidnon, Philippines
Dr. James L. Paglinawan: Faculty, Department of Professional Education, Central Mindanao University, Musuan, Maramag 8710, Bukidnon, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 14, 417-431

Abstract: Digital fluency among school administrators is essential for effective leadership and adaptability in today’s technology-driven educational landscape. It enables administrators to use digital tools that enhance communication, collaboration, and overall institutional effectiveness. This study investigated the relationship between work adaptability and leadership competence in shaping the digital fluency of school administrators, focusing on the Schools of Damulog South District and Bukidnon National School of Home Industries (BNSHI) in Maramag II for the academic year 2024–2025. The research aimed to determine the levels of work adaptability among school administrators, examining flexibility, problem-solving, and learning orientation; describe their leadership competence in terms of visionary leadership, decision-making, and supportive leadership; and assess their digital fluency. Additionally, the study sought to establish the significant relationships between work adaptability, leadership competence, and digital fluency, as well as identify the best predictors of digital fluency. Using a descriptive-correlational method, the study employed a survey questionnaire for data collection. Descriptive statistics, Pearson Product Moment of Correlation (Pearson r), and Regression analysis were applied to analyze the results. Findings revealed a “Highly Practiced†level of work adaptability, a “Strong Leadership†level of leadership competence, and a “Fluent†level of digital fluency among administrators. Notably, strong positive correlations were identified between problem-solving abilities (β = 0.417) and supportive leadership (β = 0.369) with digital fluency, together accounting for about 55% of the variance in effective technology use. These results suggest that enhancing work adaptability and leadership competence significantly improves the digital fluency of school administrators. Educational institutions should prioritize professional development programs to strengthen these skills, equipping leaders to better integrate technology in modern education. Future research should explore the effectiveness of targeted training programs and their impact on student achievement and engagement in diverse educational settings.

Date: 2024
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