Executive leadership and the effectiveness of educational institution administration in the digital disruption era of educational personnel, Office of the Basic Education Commission

Abstract

          The objectives of this research were: (1) to study the level of leadership among school administrators, (2) to study the level of school administration effectiveness in the era of digital disruption, and (3) to examine the relationship between administrators’ leadership and school administration effectiveness in the era of digital disruption among educational personnel in educational service area offices. This research employed a quantitative research methodology. The sample consisted of 385 educational personnel selected through simple random sampling. The research instrument was a questionnaire that had been validated for content validity using the Index of Item-Objective Congruence (IOC) and had an overall reliability coefficient of 0.911. The statistical methods employed included percentage, mean, standard deviation, and Pearson’s correlation coefficient analysis.

          The research findings revealed that: (1) the overall level of administrators’ leadership was at the highest level. When considered by leadership styles, the highest average was democratic leadership, followed by laissez-faire leadership, and autocratic leadership, respectively; (2) the overall level of school administration effectiveness in the digital disruption era was high. When examined by components, the highest average was in curriculum and instruction, followed by human resource management, and the lowest was in community and educational network participation; and (3) administrators’ leadership had a moderately positive correlation with school administration effectiveness in the digital disruption era, with statistical significance at the 0.01 level.