Home⇛International Journal of Multidisciplinary Educational Research and Innovation⇛vol. 3 no. 2 (2025)

21st Century School Administrators’ Skills and Teacher Technology Integration: The Mediating Role of Teacher Professional Development

Laiza C. Gardoque | Gina Fe G. Israel

 

Abstract:

This study is intended to examine the level of 21st-century school administrators’ skills, teacher technology integration, and teacher professional development, and to determine the relationships among these variables, including the mediating role of professional development in the relationship between administrator skills and technology integration. non-experimental quantitative descriptive-correlational design was employed, utilizing adapted survey instruments validated through expert review and pilot testing. The study was conducted among 300 teachers from 44 public elementary schools in the Malita North and Malita West Districts, Schools Division of Davao Occidental, Philippines. Stratified random sampling ensured representative participation from each district. The data were analyzed using mean scores for descriptive purposes, Pearson r for determining relationships, and Medgraph with Sobel z-test for mediation analysis. The following major findings are: a high level of 21st-century school administrators’ skills, teacher technology integration, and teacher professional development. Significant positive relationships were found between administrators’ skills and technology integration, administrators’ skills and professional development, and between professional development and technology integration. Moreover, teacher professional development was found to partially mediate the relationship between administrators' skills and teacher technology integration. 21stcentury leadership competencies of school administrators significantly contribute to enhancing teacher technology integration in the classroom, and that this relationship is strengthened when teachers are provided with adequate professional development. These results highlight the importance of investing in both leadership development and continuous teacher training to support effective technology integration in basic education.



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