Leveraging Technology-Enabled Technical Assistance in School-Based Management: Adoption Framework
TL;DR
The study concludes that technology-enabled TA is a transformative mechanism that strengthens instructional leadership, accountability, and governance efficiency and recommends institutionalizing the Digital Support Framework for Technical Assistance (DiSuFTA) to standardize ICT-based supervision, enhance digital competence, and ensure sustained, data-driven, and improvement-oriented school governance across the Division of Eastern Samar.
Abstract
The growing shift toward digital governance in education highlights the need to examine how PSDSs use technology-enabled technical assistance (TA) to strengthen School-Based Management (SBM) in public schools. Thus, this study assessed the technology-enabled technical assistance (TA) practices of Public Schools District Supervisors (PSDSs) and their influence on the functionality of School-Based Management (SBM) in public elementary schools in the Division of Eastern Samar during School Year 2025–2026. Guided by the Technology Acceptance Model (TAM), Transformational Leadership Theory, and Systems Theory, the study employed a descriptive-correlational research design involving 26 PSDSs and 26 SBM coordinators, using a validated researcher-made survey questionnaire. Data were analyzed using descriptive statistics and Spearman’s rank correlation coefficient (rs) to determine relationships between technology-enabled TA and SBM functionality. Findings revealed that most PSDSs were highly qualified and experienced, demonstrating a high extent of technology-enabled TA practices across all dimensions (overall M = 3.87), particularly in frequency and regularity and focus areas aligned with SBM dimensions. Schools exhibited very high levels of SBM functionality in leadership, curriculum, accountability, and resource management (M = 4.47 and 4.28), reflecting strong governance and participatory decision-making. A significant positive correlation (rs = 0.554, p = 0.003) confirmed that effective ICT-supported supervision enhances SBM performance. Major challenges included infrastructure gaps, resource limitations, and policy inconsistencies. The study concludes that technology-enabled TA is a transformative mechanism that strengthens instructional leadership, accountability, and governance efficiency. It recommends institutionalizing the Digital Support Framework for Technical Assistance (DiSuFTA) to standardize ICT-based supervision, enhance digital competence, and ensure sustained, data-driven, and improvement-oriented school governance across the Division of Eastern Samar.