Technology acceptance and utilization in school administration: Evidence from public schools in Legislative District 5, Isabela

Abstract

Technology has become an essential component of school administration as educational institutions increasingly rely on digital systems to improve efficiency, transparency, and service delivery. However, despite its growing importance, limited evidence exists on the extent of technology utilization and the challenges affecting its implementation in the administrative functions of public schools in Legislative District 5, Isabela. This study assessed the utilization, perceived effects, challenges, and acceptance of technology in school administration as the basis for an improvement plan. The study employed a descriptive-normative research design involving 48 administrative officers and teachers with administrative assignments selected through purposive sampling. Data were gathered using a structured questionnaire, supplemented by interviews and documentary analysis, and analyzed using frequency, percentage, and weighted mean. The findings revealed that technology was often utilized, particularly in records management and communication systems, and was perceived to be moderately effective. Nevertheless, inadequate ICT infrastructure, limited digital competence, unreliable internet connectivity, and resistance to change remained serious concerns. Despite these challenges, respondents recognized the usefulness and ease of use of technology in improving administrative functions. The study concludes that strengthening ICT infrastructure, capacity-building initiatives, organizational support, and strategic technology planning is essential to achieving a more efficient, transparent, and data-driven system of school administration.