TECHNOLOGY UTILIZATION: ITS INFLUENCE TO EDUCATIONAL MANAGEMENT AND SCHOOL EFFECTIVENESS

EDUCATION

This study investigated the relationship between Technology Utilization, Management Practices, and School Effectiveness among teaching personnel in twelve (12) selected schools. The primary objective was to determine how digital integration and systematic administrative behaviors contribute to overall institutional quality. The research utilized a descriptive-correlational design to assess these variables through a validated research instrument. To ensure the reliability of the research tool, a pilot test was conducted among teachers from a neighboring district. The results of the reliability analysis yielded a high overall reliability coefficient, indicating excellent internal consistency. Individually, the scales for Technology Utilization, Management Practices, and School Effectiveness all exceeded the standard acceptable threshold, confirming that the items reliably measured the intended constructs. During the refinement phase, specific items were removed or revised based on poor or negative item-total correlations to optimize the instrument’s precision before final administration. The results revealed that technology utilization is highly effective, particularly in streamlining administrative functions and management processes. Furthermore, teachers’ management practices specifically in planning, organizing, and controlling were found to be systematic and robust. These factors collectively drive school effectiveness, resulting in high descriptive ratings for instructional quality, campus safety, and institutional communication. The study concludes that school effectiveness is significantly enhanced by the synergy between digital adoption and structured management. The results suggest that while technology provides the necessary infrastructure for modern governance, systematic management practices sustain the academic and behavioral standards of the institution. Recommendations include the continuous modernization of school facilities, professional development for teachers in ICT integration, and the institutionalization of digital safety and monitoring systems by school administrators and Department of Education (DepEd) officials.

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