SURVEY QUESTIONNAIRE

(For School Administrator)

Name: __________________________________________________________
(Optional)

I – SCHOOL ADMINISTRATOR’S TECHNOLOGY LEADERSHIP

Directions: Kindly assess the extent of your level of technology leadership in terms of
digital age culture, digital citizenship, excellence on professional practice, systemic
improvement, and visionary leadership. Please check the numerical scale that indicates
the level of your agreement in each statement. Refer to the scale below.

Scale Range Verbal Interpretation

4 3.26 – 4.00 Very High Extent (VHE)

3 2.51 – 3.25 High Extent (HE)
2 1.76 – 2.50 Low Extent (LE)
1 1.00 – 1.75 Very Low Extent (VLE)

A. DIGITAL AGE CULTURE (4) (3) (2) (1)

As a school administrator, I… VHE HE LE VLE
1. access information, interact among people and
engage with different institutions.

2. pose significant changes and challenges to

communication.

3. explore the changes in social practice

caused/shaped by the Internet, digital media, and
technologies in general.

4. analyze the foundation of digital information

society by exploring conceptual notions such as
information, knowledge, and data, and practices

5. facilitate and mediate digital media and

information technology and ask empirical as well
as analytic questions on the consequences and
transformations shaped by digitalization.

B. DIGITAL CITIZENSHIP
As school administrator, I…
1. participate in a digital society at acceptable levels.

2. use digital technology appropriately.

3. understand the digital communication methods
and when they are appropriate to use.

4. elaborate the precautions that all technology

users must take to guarantee their personal
safety and the security of their networks.

5. provide a common understanding among all

groups that will allow all of us to be included in the
conversation about how we should be looking at
technology within this rapidly changing society.

C. EXCELLENCE ON PROFESSIONAL PRACTICE (4) (3) (2) (1)

As school administrator, I… VHE HE LE VLE
1. understand appropriate knowledge of relevant
theories, literature, and philosophies on which to
base professional practices.

2. utilize language through speaking, writing, and

other means of communication effectively.

3. demonstrate loyalty and support to the institution

where I am employed.

4. create and maintain networks among colleagues

locally, regionally, nationally, and internationally

5. re-evaluate continued employment when

personal, professional, and institutional goals and
values are incompatible and inhibit the pursuit of
excellence.

D. SYSTEMIC IMPROVEMENT
As a school administrator, I…
1. improve the organization through the effective use
of information and technology resources.

2. evaluate the use of technology throughout the

school by walking around the building to observe
how technology is used and write notes about
things that appear noteworthy.

3. ensure that staff who are hired at the school use

technology creatively and proficiently to advance
academic and operational achievement.

4. access and manage computer-based tool

designed to support observers in assessing
technology use in the school.

5. measure the effectiveness of the school’s

educational organization and apply the same
measure on a regular basis to ensure continuous

2
 improvement.

E. VISIONARY LEADERSHIP
As a school administrator, I…
1. use the knowledge of the systems to create a
vision to incorporate inspiring and engaging
technology tools in the classroom.
2. help support staff learn how to complete tasks
efficiently while showing them how to use the
strategies, tools and equipment in the classroom
for their own professional development.

3. help create learning activities in the technology-

rich environment that today's students require.

4. facilitate among all stakeholders a shared vision

of purposeful change that maximizes use of
digital-age resources to meet and exceed learning
goals, support effective instructional practices,
and maximize performance of district and school
leaders.

5. engage in an ongoing process to develop,

implement, and communicate technology-infused
strategic plans aligned to a shared vision.

II – LEVELS OF TEACHERS’ TECHNOLOGY INTEGRATION

Directions: Kindly assess your teachers’ level of technology integration in terms of entry
level, adoption level, adaptation level, infusion level and transformation level. Please
check the numerical scale that indicates the level of your agreement in each statement.
Refer to the scale below.

Scale Range Verbal Interpretation

4 3.26 – 4.00 Very High Extent (VHE)
3 2.51 – 3.25 High Extent (HE)
2 1.76 – 2.50 Low Extent (LE)
1 1.00 – 1.75 Very Low Extent (VLE)

A. ENTRY LEVEL (4) (3) (2) (1)

As a school administrator, I observed that the teachers… VHE HE LE VLE
1. utilize laptop for power point presentation instead
of manila paper.
2. use projector for the lessons
3. use storage device like flash drive to save files.

3
4. utilize LED TV for video clip presentation.
5. use wireless presenter.
B. ADOPTION LEVEL
As a school administrator, I observed that the teachers…
1. guide the learners in utilizing the computer
desktop for power point presentation.

2. demonstrate to the learner the use of laptop.

3. expose the learners on the utilization of Microsoft Word

to replace paper.

4. involve the learners in connecting one computer to the

another through Bluetooth device.

5. provide the software program for learners’ utilization.

C. ADAPTATION LEVEL (4) (3) (2) (1)

As a school administrator, I observed that the teachers… VHE HE LE VLE
1. encourage the learners to independently use the
wireless presenter.

2. let the learners use google docs to collaborate

with each other.

3. uses social networking sites to provide real time

feedback

4. let the learners explore different ways to use

technology

5. allow the learners to independently use

technology application

D. INFUSION LEVEL
As a school administrator, I observed that the teachers…
1. let the learners decide on what technology to use.

2. allow the learners to utilize multimedia production.

3. let the learners use software editing program.

4. let the learners share videos, photos and music

5. let the learners use audio-video software

programs.

E. TRANSFORMATION LEVEL
As a school administrator, I observed that the teachers…
1. let the learners transform the given task into
interactive outcomes.

2. let the learners create innovative presentation out

4
 of simple classroom activities.

3. let the learners collaborate with peers and experts

irrespective of time zone or physical distance

4. let the learners construct, share and publish

knowledge to a worldwide audience.

5. let the learners actively select and pursue topics

beyond the limitations of even the best school
library.

SURVEY QUESTIONNAIRE
(For SHS Teacher)

Name: __________________________________________________________
(Optional)

I – SCHOOL ADMINISTRATOR’S TECHNOLOGY LEADERSHIP

Directions: Kindly assess the extent of your school administrators’ level of

technology leadership in terms of digital age culture, digital citizenship, excellence on
professional practice, systemic improvement, and visionary leadership. Please check
the numerical scale that indicates the level of your agreement in each statement. Refer
to the scale below.

5
 Scale Range Verbal Interpretation
4 3.26 – 4.00 Very High Extent (VHE)
3 2.51 – 3.25 High Extent (HE)
2 1.76 – 2.50 Low Extent (LE)
1 1.00 – 1.75 Very Low Extent (VLE)

A. DIGITAL AGE CULTURE (4) (3) (2) (1)

As a teacher, the school administrators… VHE HE LE VLE
1. access information interact among people and
engage with different institutions.

2. pose significant changes and challenges to

communication.

3. explore the changes in social practices

caused/shaped by the Internet, digital media, and
technologies in general.

4. analyze the foundation of digital information

society by exploring conceptual notions such as
information, knowledge, data and practices.

5. facilitate and mediate digital media and

information technology and ask empirical as well
as analytic questions to the consequences and
transformations shaped by digitalization.

B. DIGITAL CITIZENSHIP
As a teacher, the school administrators…
1. participate in a digital society at acceptable levels
if they choose

2. use digital technology and know when and how to

use it

3. understand of the digital communication methods

and when they are appropriate to use.

4. elaborate the precautions that all technology

users must take to guarantee their personal safety
and the security of their networks.

5. provide a common understanding among all

groups will allow all of us to be included in the
conversation about how we should be looking at
technology within this rapidly changing society.

C. EXCELLENCE ON PROFESSIONAL PRACTICE (5) (4) (3) (2)

As a teacher, the school administrators… VHE HE LE VLE
1. understand appropriate knowledge of relevant

6
 theories, literature, and philosophies on which to
base informed professional practices.

2. utilize language through speaking, writing, and

other means of communication effectively.

3. demonstrate loyalty and support to the institution

where I am employed.

4. create and maintain networks among colleagues

locally, regionally, nationally, and internationally
effectively.

5. re-evaluate continued employment when

personal, professional, and institutional goals and
values are incompatible and inhibit the pursuit of
excellence.

D. SYSTEMIC IMPROVEMENT
As a teacher, the school administrators…
1. improve the organization through the effective
use of information and technology resources.

2. evaluates the use of technology throughout the

school by walking around the building to observe
how technology is used and writing notes about
things that appear noteworthy.

3. ensure that staff who are hired at the school use

technology creatively and proficiently to advance
academic and operational achievement.

4. access and manage computer-based tool

designed to support observers in assessing
technology use in educational establishments.

5. measure the effectiveness of the school’s

educational organization and apply the same
measure on a regular basis to ensure continuous
improvement.

E. VISIONARY LEADERSHIP
As a teacher, the school administrators…
1. use the knowledge of the systems to create a
vision to incorporate inspiring and engaging
technology tools in the classroom.
2. help support staff to learn how to complete tasks
efficiently while showing them how to use the
strategies, tools and equipment in the classroom
for their own professional development.

3. help create learning activities in the technology-

7
 rich environment that today's students require.

4. facilitate among all stakeholders a shared vision

of purposeful change that maximizes use of
digital-age resources to meet and exceed learning
goals, support effective instructional practice, and
maximize performance of district and school
leaders

5. engage in an ongoing process to develop,

implement, and communicate technology-infused
strategic plans aligned to a shared vision.

II – LEVELS OF TEACHERS’ TECHNOLOGY INTEGRATION

Directions: Kindly assess your’ level of technology integration in terms of entry level,
adoption level, adaptation level, infusion level and transformation level. Please check
the numerical scale that indicates the level of your agreement in each statement. Refer
to the scale below.
Scale Range Verbal Interpretation
A. ENTRY 4 LEVEL3.26 – 4.00 Very High Extent (VHE)
(4) (3) (2) (1)
3
As a teacher, I… 2.51 – 3.25 High Extent (HE) VHE HE LE VLE
2 1.76 – 2.50 Low Extent (LE)
1. utilize laptop for power point presentation instead
1 1.00 – 1.75 Very Low Extent (VLE)
of manila paper.
2. use projector for the lessons
3. use storage device like flash drive to save files.
4. utilize LED TV for video clip presentation.
5. use wireless presenter.
B. ADOPTION LEVEL
As a teacher, I…
1. guide the learners in utilizing the computer
desktop for power point presentation.

2. demonstrate to the learner on the use of

laptop.

3. expose the learners on the utilization of

Microsoft Word to replace paper.

4. involve the learners in connecting one

computer to the other through Bluetooth
device.

5. provide the software program for learners’

utilization.
C. ADAPTATION LEVEL (4) (3) (2) (1)
As a teacher, I… VHE HE LE VLE

8
1. encourage the learners to independently use the
wireless presenter.

2. let the learners use google docs to collaborate

with each other.

3. use social networking sites to provide real time

feedback.

4. let the learners explore different ways to use

technology

5. allow the learners to independently use

technology application

D. INFUSION LEVEL
As a teacher, I…
1. let the learners decide what technology to use.

2. allow the learners to utilize multimedia production.

3. let the learners to use software editing program

4. let the learners to share videos, photos and music

5. let the learners make use audio video software

program.

E. TRANSFORMATION LEVEL
As a teacher, I…
1. let the learners transform the given task into
interactive outcomes.

2. let the learners create innovative presentation out

of simple classroom activities.

3. let the learners collaborate with peers and experts

irrespective of time zone or physical distance

4. let the learners construct, share and publish

knowledge to a worldwide audience.

5. let the learners actively select and pursue topics

beyond the limitations of even the best school
library.

9
Statement of the Problem

This study attempts to determine the technology leadership of school

administrators in relation to their teachers’ technology integration and school

performance to serves as basis for the development of E-Policy to enhanced

Technology Integration during the school year 2020-2021.

Specifically, it seeks to answer the following questions:

1. What is the extent of technology leadership of public senior high school

administrators as perceived by the teachers and the school administrators

themselves based on the following dimensions:

1.1 digital age learning culture;

1.2 digital citizenship;

1.3 excellence on professional practice;

1.4 system improvement;

1.5 visionary leadership.

2. Is there a significant difference between the perceptions of the two groups

of respondents on the aforementioned dimensions?

10
3. What is the extent of technology integration of public senior high school

teachers as perceived by the teachers themselves and school

administrators based on the following:

3.1 entry level;

3.2 adoption level;

3.3 adaptation level;

3.4 infusion level;

3.5 transformation level

4. Is there a significant correlation between technology leadership and

teachers’ technology integration?

5. What is the performance of the school-respondents for the last three (3)

years in terms of the following criteria:

5.1 access;

5.2 quality; and

5.3 governance

6. Is there a significant correlation between teachers’ technology leadership

and school performance?

7. Is there a significant correlation between teachers’ technology integration

and school performance?

8. Based on the result of the study, what e-policy to enhanced teachers

technology integration could be proposed?

11
12