ABSTRACT
The rapid acceleration of technological development has made the teaching and learning process more complicated with teachers. It is challenging on the part of teachers and principals in the 21st century to look for better ways of integrating technology in the classroom practices. The researcher was motivated to conduct this study with the intention of assessing the influence of administrators’ technology leadership on teachers’ technology integration. The study made use of the descriptive-correlation research design in which standardized instrument were the primary gathering tool. The respondents of the study were 13 administrators and 151 junior high school teachers from five public schools in the District of Bulakan. The researcher used tables in presenting the data and the results of the study were analyzed and treated using Statistical Packages for Social Science (SPSS). The results showed that the level of administrators’ technology leadership was high. The level of teachers’ technology integration was recorded high. The findings of the study indicated that administrators’ technology leadership directly influence teachers’ technology integration, but not to a very significant extent. Conclusive of the findings, the null hypothesis, which stated that the administrators’ technology leadership does not significantly influence the teachers’ technology integration was sustained. All-embracing are numbers of management implications drawn from the findings of the study.
Keywords – Administrators’ Technology Leadership, Teachers’ Technology Integration