Abstract
The study assessed the level of digital competency leadership of the school principals in SDO Pangasinan I based on their perceptions and their teachers. The study determined their profile variables, level of digital competency, and the challenges encountered in their workplace. The study also determined the significant difference between the responses of the school principals and their teachers’ responses in their level of digital leadership competency and the level of digital leadership competency of the respondents across profile variables. It also determined the significant relationship between the level of digital leadership competency of the school principals and the challenges they encountered in their workplace. Findings revealed that the majority of the respondents were 41 to 50 years old and 51 to 60 years old, which was categorized as an adult and near retirement stage. Also, school principals perceived that they had a high level of digital competency among Equity and citizenship advocates, Visionary planners, Empowering Leaders, Systems Designers, and Connected learners, whereas teachers’ perceptions were rated as high. In addition, there is a significant difference across the group regarding Empowering Leaders. Also, the variables on highest educational attainment and length of service significantly affect the overall level of digital leadership competency of the school principals. Further, there is a significant negative association between the level of digital leadership competency of school principals and the challenges they encounter in their workplace. However, indicators that rated the high level of challenges the school principals encountered included technological, individual, domestic, and community indicators. Thus, a strategic technology plan was proposed to address the principals' challenges and improve the level of digital competency leadership in their workplace.
