DepEd Computerization Program (DCP) Implementation: An Evaluation Towards Technology Leadership Model

This study employed the mixed methods explanatory sequential design to investigate the school heads' level of support, manifestations, and levels of technology leadership, underlying challenges, and relationships and differences in the DCP implementation along the selected profile variables (personal profile, school profile, DCP profile) towards the development of a technology leadership model. Both quantitative and qualitative data through survey questionnaires, in-depth interviews, and focus group discussions were gathered from 33 school heads, 33 ICT coordinators, and 177 teacher respondents from 12 elementary, 6 integrated elementary and junior high, 4 junior high, 8 integrated junior and senior high, and 3 stand-alone senior high schools in the Schools Division of Isabela. The study concludes that school heads have given proficient DCP initiatives, conducted a high level of DCP trainings, implemented a high number of DCP programs, exhibited high DCP utilizations, and demonstrated moderate technology leadership along with the five dimensions: leadership and vision, teaching and learning, productivity and professional practice, support, management and operation, and assessment and evaluation. Thus, there is a need for a Technology Leadership Model to make schools technologically prepared. The researcher thereby recommends that the Gallestre SMART Technology Leadership Model be proposed to the Schools Division of Isabela for adaption and implementation and for future researchers to evaluate the effectiveness of the model.