Manuscript Details - IJARW2632

ManuScript Details
Paper Id: IJARW2632
Title: FINANCIAL LEADERSHIP AND INSTRUCTIONAL SUPERVISION ON DIGITAL LITERACY OF SCHOOL ADMINISTRATORS
Published in: International Journal Of All Research Writings
Publisher: IJARW
ISSN: 2582-1008
Volume / Issue: Volume 6 Issue 11
Pages: 6
Published On: 5/26/2025 9:25:02 PM      (MM/dd/yyyy)
Main Author Details
Name: Juliet E. Ucab
Institute: Central Mindanao University
Co - Author Details
Author Name Author Institute
Aprell L. Abellana Central Mindanao University
Raul C. Orongan Central Mindanao University
Abstract
Research Area: Education
KeyWord: Digital Literacy, School Administrators, Bukidnon
Abstract: This study examined the relationship between financial leadership, instructional supervision, and digital literacy among school administrators in the Division of Bukidnon for the Academic Year 2024-2025. Recognizing digital literacy as a crucial competency for effective school leadership, the research explored how administrators’ financial management practices and instructional supervision strategies influence their ability to integrate and utilize digital technologies. Using a descriptive-correlational research design, data were gathered from 250 school administrators, including officers-in-charge, school heads, and master teachers. The study assessed financial leadership across six domains: financial management planning, resource mobilization, asset procurement, asset management, financial monitoring and evaluation, and financial reporting. Instructional supervision was evaluated in terms of classroom observation, personal interaction, and instructional support, while digital literacy was measured through knowledge of information and communication technology (ICT) and use of electronic technology and computer programs. Results showed strong positive correlations between digital literacy and both financial leadership (r = .815, p < .001) and instructional supervision (r = .926, p < .001). All subcomponents of these leadership areas were significantly related to digital literacy. Regression analysis revealed instructional support as the strongest positive predictor of digital literacy (Beta = 0.872, p < .001), while preparation of financial management plans negatively predicted digital literacy (Beta = -0.676, p < .001). Other positive predictors included resource mobilization, financial monitoring, asset procurement, and financial reporting. The model explained 94.5% of the variance in digital literacy (R² = 0.945, F = 586.864, p < .001). These findings highlight the need for targeted professional development and strategic resource management to enhance digital literacy and technology integration in schools. The study offers valuable insights for policymakers and educational leaders aiming to strengthen digital readiness and leadership capacity, especially in resource-limited settings.
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IEEE
Juliet E. Ucab, Aprell L. Abellana, Raul C. Orongan, "FINANCIAL LEADERSHIP AND INSTRUCTIONAL SUPERVISION ON DIGITAL LITERACY OF SCHOOL ADMINISTRATORS", International Journal Of All Research Writings, vol. 6, no. 11, pp. 579-584, 2025.
MLA Juliet E. Ucab, Aprell L. Abellana, Raul C. Orongan "FINANCIAL LEADERSHIP AND INSTRUCTIONAL SUPERVISION ON DIGITAL LITERACY OF SCHOOL ADMINISTRATORS." International Journal Of All Research Writings, vol 6, no. 11, 2025, pp. 579-584.
APA Juliet E. Ucab, Aprell L. Abellana, Raul C. Orongan (2025). FINANCIAL LEADERSHIP AND INSTRUCTIONAL SUPERVISION ON DIGITAL LITERACY OF SCHOOL ADMINISTRATORS. International Journal Of All Research Writings, 6(11), 579-584.
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