| Abstract: |
The study aimed to determine the levels of workload management, communication skills, and community engagement and their influence on the digital literacy of school administrators in the Division of Bukidnon, Malaybalay City, and Valencia City. Specifically, it assessed digital literacy levels, workload management (time management, resource allocation, workload impact), communication skills (verbal, non-verbal, listening), and community engagement (participation, inclusion, empowerment). Using a descriptive correlational design with 250 participants, results revealed that administrators exhibited a high level of digital literacy (mean = 4.14). Workload management was also highly manageable overall (mean = 4.12), with time management scoring highest (4.31). Communication skills were very evident and highly skilled (overall mean = 4.36), while community engagement was very high and administrators were highly engaged (mean = 4.39). Correlational analysis showed strong positive significant relationships between digital literacy and workload management (time management r = .436**, resource allocation r = .390**, workload impact r = .418**), communication skills (verbal r = .274**, non-verbal r = .350**, listening r = .234**), and community engagement (participation r = .234**, inclusion r = .253**, empowerment r = .349**). Among these variables, workload management-specifically workload impact-was the best predictor of digital literacy (standard coefficient = .240, p = .001). The findings suggest that effective workload management, communication proficiency, and active community engagement significantly enhance school administrators’ digital literacy, which is crucial for leadership in modern educational environments. |
