Awareness and Readiness of School Leaders in Digital Governance: Challenges and Strategies for Implementation in the Philippine Context

EdD. Dolores C. Volante, Jhun Carlos G. Olivario, III, MaEd, Mll Marivic R. Greda and Mm Vivian C. Bayani
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EdD. Dolores C. Volante: Office of the Vice President for Academic Affairs, Camarines Norte State College, Daet, Philippines.
Jhun Carlos G. Olivario, III, MaEd: Head Teacher I, Francisco V. Aler Elementary School, Capalonga, Philippines.
Mll Marivic R. Greda: Senior High School Department, Paracale National High School, Paracale, Philippines.
Mm Vivian C. Bayani: Junior High School Department, Sarah Jane Ferrer High School, Vinzons, Philippines.

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 2, 1514-1534

Abstract: This study examines the awareness and readiness of school leaders in Camarines Norte, Philippines, regarding the implementation of digital governance in schools. Digital governance in education involves integrating technology into school management, decision-making, and operations to enhance transparency, efficiency, and educational outcomes. Successful models from countries like Singapore, Estonia, and Finland highlight the benefits of centralized data systems, real-time communication platforms, and digital professional development for teachers. However, the extent to which school leaders in Camarines Norte are prepared to implement such practices remains uncertain. This research employs an Exploratory Sequential Design (QUAL→QUAN), a mixed-methods approach that begins with qualitative data collection, followed by quantitative validation. A focus group discussion (FGD) involving 12 school leaders was conducted to explore their awareness and perceptions of digital governance. Insights from this phase informed the development of a validated questionnaire, which was administered to 312 school leaders from public schools in the region. Findings reveal that while school leaders acknowledge the significance of digital governance, there are considerable gaps in their technical knowledge and familiarity with essential tools. Key challenges include insufficient training, inadequate infrastructure, and a lack of resources, all of which hinder effective implementation. To address these issues, the study recommends targeted professional development programs, infrastructure investments, and policy interventions that promote sustainable digital governance. Collaboration among government agencies, educational institutions, and the private sector is essential to building a supportive ecosystem for digital transformation. Bridging these gaps will enable school leaders to integrate digital governance effectively, fostering more efficient, transparent, and accountable school management practices.

Date: 2025
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