DIGITAL LITERACY AND ADMINISTRATIVE SUPPORT: THEIR INFLUENCE ON TEACHER PERFORMANCE

Digital Literacy and Educational Administration

Digital literacy and administrative support continue to play a crucial role in shaping teacher performance, particularly in secondary schools where evolving educational demands require both technological competence and strong institutional backing. The present study examined the influence of digital literacy and administrative support on the performance of teachers in Loreto National High School, Sto. Tomas National High School, Magaud National High School, and Nueva Gracia National High School. Utilizing a quantitative descriptive-correlational research design, the study assessed the levels of teachers’ digital literacy, the extent of administrative support, and their overall performance. The investigation was anchored on relevant theories emphasizing the integration of technology in education and the importance of leadership support in enhancing instructional effectiveness. Results indicated that teachers demonstrated a moderate to high level of digital literacy, while administrative support was observed to be evident in terms of supervision, provision of resources, and professional development opportunities. Teacher performance was generally rated as satisfactory to very satisfactory. Statistical analyses further revealed that both digital literacy and administrative support had a significant positive relationship with teacher performance, indicating that improvements in these areas contribute to enhanced teaching effectiveness. These findings underscore the importance of strengthening digital competencies among teachers and reinforcing administrative support systems within schools. The study contributes to the growing body of knowledge on educational effectiveness and highlights the value of integrating technology and leadership support to improve teacher performance in secondary education.

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