IJECE Published Articles

Abstract This study examined the implementation of technology integration and teacher engagement as foundations for developing a digital leadership framework in selected public elementary schools in the Surigao City Division. Specifically, it assessed the extent of technology integration in terms of instructional planning, classroom delivery, assessment practices, and use of digital tools and resources; determined the level of teacher engagement in terms of cognitive, behavioral, and emotional dimensions; tested the relationship between technology integration and teacher engagement; and identified the challenges encountered by teachers in implementing technology-enhanced instruction. The study employed a sequential explanatory mixed-methods design. Quantitative data were gathered from 265 elementary teachers selected from a population of 362 through stratified random sampling, while qualitative data were obtained from selected participants through semi-structured interviews. Descriptive statistics, correlation analysis, and regression analysis were used for quantitative data, while thematic analysis was applied to qualitative responses. Findings revealed that technology integration was generally implemented across instructional planning, classroom delivery, assessment practices, and digital resource use. Teacher engagement was also evident across cognitive, behavioral, and emotional dimensions. The results further showed a significant relationship between technology integration and teacher engagement, indicating that meaningful digital implementation contributes to teachers’ professional involvement, instructional participation, and affective commitment to technology-supported teaching. Qualitative findings identified persistent challenges, including infrastructure limitations, uneven digital competence, instructional preparation constraints, time demands, and student access and readiness issues. The study concludes that technology integration becomes more sustainable when supported by engaged teachers and responsive school leadership. Based on the findings, a digital leadership framework was proposed to guide school leaders in strengthening teacher support, professional development, instructional innovation, and equitable technology implementation. Keywords: Digital Leadership Framework, Elementary Education, Teacher Engagement, Technology Integration, Technology-Supported Instruction