ADMINISTRATIVE SUPPORT AND TEACHERS’ USE OF EMERGING DIGITAL TOOLS IN CLASSROOM INSTRUCTION
Keywords:
Administrative Support, Emerging Digital Tools, AI Integration, Descriptive-Correlational Design, Classroom Instruction, Action PlanAbstract
This study examined the influence of administrative support on teachers’ use of emerging digital tools in classroom instruction at Quiot Elementary School, Cebu City Division, School Year 2025–2026, as a basis for an action plan to enhance digital integration in teaching and learning. The study employed a descriptive-correlational research design involving 30 teacher-respondents. Data were gathered using a structured survey questionnaire adapted from related studies. Frequency and percentage, weighted mean and standard deviation, and Pearson Product-Moment Correlation Coefficient were used for analysis. Findings showed that respondents were mostly female, in the early to middle adult age range, and largely holding or pursuing graduate studies. They had varied teaching experience and were assigned to different grade levels. Trainings were mostly school-based, with limited exposure to external digital training programs. Teachers commonly utilized Microsoft PowerPoint, Canva, ChatGPT, and other AI-based tools, while interactive assessment tools were less frequently used. The level of administrative support was generally perceived as supportive, particularly in professional development, encouragement, and policy direction, while technical and resource support was the weakest area. Teachers’ use of emerging digital tools was generally frequent, especially AI-powered and general instructional tools, but less evident in interactive assessment applications. A significant positive relationship was found between administrative support and teachers’ use of emerging digital tools. In conclusion, administrative support significantly influences teachers’ integration of digital tools in teaching. It is recommended that an action plan be implemented to strengthen technical support, improve resource availability, and enhance continuous training and monitoring to further improve digital instructional practices.
References
Abella, J., & Rosa, E. D. (2023). Digital literacy and digital competence of selected Filipino teachers: Basis for post-pandemic pedagogy. Philippine Journal of Education Research.
Alenezi, M. (2023). Digital learning and digital institution in higher education. Education Sciences, 13(1), 88. https://www.mdpi.com/2227-7102/13/1/88 https://doi.org/10.3390/educsci13010088
Al‐Mamary, Y. H. S. (2022). Examining the factors affecting the use of ICT in teaching in Yemeni schools. Journal of Public Affairs, 22(1), e2330. https://onlinelibrary.wiley.com/doi/10.1002/pa.2330 https://doi.org/10.1002/pa.2330
Almufarreh, A., & Arshad, M. (2023). Promising emerging technologies for teaching and learning: Recent developments and future challenges. Sustainability, 15(8), 6917. https://www.mdpi.com/2071-1050/15/8/6917 https://doi.org/10.3390/su15086917
Atilano, L. A., & Cirilo, M. F. (2023). Improving teaching and learning in the digital age: Challenges in ICT integration among DepEd teachers in Zamboanga City, Philippines. Journal of Education and Learning Studies.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
Barrot, J. S. (2024). ChatGPT as a language learning tool: An emerging technology report. Technology, Knowledge and Learning, 29(2), 1151–1156. https://link.springer.com/article/10.1007/s10758-023-09692-2 https://doi.org/10.1007/s10758-023-09692-2
Bolaños, F., Salinas, Á., & Pilerot, O. (2023). Instructional techniques and tools reported as being used by teachers within empirical research focusing on in-class digital ability development: a literature review. Journal of Computers in Education, 10(1), 57–81. https://link.springer.com/article/10.1007/s40692-022-00229-5 https://doi.org/10.1007/s40692-022-00229-5
Calderon, J. F., & Gonzales, E. C. (2020). Methods of research and thesis writing (Rev. ed.). National Book Store.
Chiu, T. K. (2024). The impact of Generative AI (GenAI) on practices, policies and research direction in education: A case of ChatGPT and Midjourney. Interactive Learning Environments, 32(10), 6187–6203. https://www.tandfonline.com/doi/full/10.1080/10494820.2023.2243279 https://doi.org/10.1080/10494820.2023.2243279
Chounta, I. A., Bardone, E., Raudsep, A., & Pedaste, M. (2022). Exploring teachers’ perceptions of artificial intelligence as a tool to support their practice in Estonian K-12 education. International Journal of Artificial Intelligence in Education, 32(3), 725–755. https://link.springer.com/article/10.1007/s40593-021-00243-5 https://doi.org/10.1007/s40593-021-00243-5
Crompton, H., Burke, D., Jordan, K., & Wilson, S. (2022). Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review. Journal of Research on Technology in Education, 54(3), 473–489. https://www.tandfonline.com/doi/full/10.1080/15391523.2021.1891994 https://doi.org/10.1080/15391523.2021.1891994
Del Mundo, H. J. C. (2022). 21st century digital skills, technology integration and challenges encountered by senior high school teachers in the Philippines. International Journal of Educational Research and Development.
Demissie, E. B., Labiso, T. O., & Thuo, M. W. (2022). Teachers’ digital competencies and technology integration in education: Insights from secondary schools in Wolaita Zone, Ethiopia. Social Sciences & Humanities Open, 6(1), 100355. https://doaj.org/article/0a475f49eab346eb81f7fa70196bf029 https://doi.org/10.1016/j.ssaho.2022.100355
DepEd Order No. 21, s. 2019. (2019). Policy guidelines on the K to 12 basic education program. Department of Education.
DepEd Order No. 36, s. 2019. (2019). Revised guidelines on the conduct of In-Service Training (INSET) programs. Department of Education.
DepEd Order No. 42, s. 2017. (2017). National adoption and implementation of the Philippine Professional Standards for Teachers (PPST). Department of Education.
ElSayary, A. (2024). An investigation of teachers’ perceptions of using ChatGPT as a supporting tool for teaching and learning in the digital era. Journal of Computer Assisted Learning, 40(3), 931–945. https://nchr.elsevierpure.com/en/publications/an-investigation-of-teachers-perceptions-of-using-chatgpt-as-a-su/ https://doi.org/10.1111/jcal.12926
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
Esmane, M. (2025). Administrative support and digital tool integration among teachers in Santa Maria Schools District, Laguna. International Journal of Educational Research, 12(1), 45–58.
Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329–352. https://doi.org/10.1080/0305764032000122003
Khlaif, Z. N., Sanmugam, M., Joma, A. I., Odeh, A., & Barham, K. (2023). Factors influencing teacher’s technostress experienced in using emerging technology: A qualitative study. Technology, Knowledge and Learning, 28(2), 865–899. https://link.springer.com/article/10.1007/s10758-022-09593-1 https://doi.org/10.1007/s10758-022-09593-1
Mananay, R. J., Cruz, A. P., & Villanueva, M. L. (2024). Institutional support and ICT integration in teaching practices in Central and Western Visayas, Philippines. Asian Journal of Education and Training.
McGrath, J. E. (2019). Social psychology: A brief introduction. Holt, Rinehart and Winston.
Moorhouse, B. L. (2023). Teachers’ digital technology use after a period of online teaching. ELT Journal, 77(4), 445–457. https://academic.oup.com/eltj/article/77/4/445/7074573 https://doi.org/10.1093/elt/ccad026
Ng, D. T. K., Leung, J. K. L., Su, J., Ng, R. C. W., & Chu, S. K. W. (2023). Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world. Educational Technology Research and Development, 71(1), 137. https://link.springer.com/article/10.1007/s11423-022-10140-8 https://doi.org/10.1007/s11423-022-10140-8
Oguguo, B., Ezechukwu, R., Nannim, F., & Offor, K. (2023). Analysis of teachers in the use of digital resources in online teaching and assessment in COVID times. Innoeduca. International Journal of Technology and Educational Innovation, 9(1), 81–96. https://doaj.org/article/9291a06dbc334b8c8dae6e1a9ee35088 https://doi.org/10.24310/innoeduca.2023.v9i1.15419
Orbigoso, L. U., & Pontillas, P. V. (2024). Competence and challenges in technology-driven instruction in basic education. Philippine Educational Research Journal.
Ramos, J. (2024). Teachers’ self-efficacy and use of digital tools in classroom instruction in Philippine public schools. Philippine Journal of Education, 98(2), 67–82.
Republic Act No. 10533. (2013). Enhanced Basic Education Act of 2013. Official Gazette of the Republic of the Philippines.
Republic Act No. 9155. (2001). Governance of Basic Education Act of 2001. Official Gazette of the Republic of the Philippines.
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.
Sharma, U., Loreman, T., & Forlin, C. (2021). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 21(1), 3–14.
Shogbesan, Y. O., Adeoye, M. A., Osaro-Martins, B. E., & Shabi, Z. (2024). Perceived influence of administrative support on secondary school teachers’ effectiveness. Evaluation Studies in Social Sciences, 5(2), 102–123. https://ejournal.upsi.edu.my/index.php/ESSS/article/view/10864 https://doi.org/10.37134/esss.vol5.2.7.2024
Singh, S. V., & Hiran, K. K. (2022). The impact of AI on teaching and learning in higher education technology. Journal of Higher Education Theory and Practice, 22(13), 135–148. https://articlegateway.com/index.php/JHETP/article/view/5640
Suson, R. L., & Capuno, R. G. (2021). Instructional leadership and teacher performance in public elementary schools in Tayabas City. International Journal of Educational Management and Development Studies, 2(3), 45–60.
Teixeira, A. M. (2023). Administrative support system: An integrated approach to open, distance, and digital education ecosystems. In Handbook of open, distance and digital education (pp. 861–880). Singapore: Springer Nature Singapore. https://link.springer.com/rwe/10.1007/978-981-19-2080-6_48 https://doi.org/10.1007/978-981-19-0351-9_48-1
Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2012). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 60(5), 749–769. https://doi.org/10.1007/s11423-011-9245-0
UNESCO. (2021). Reimagining our futures together: A new social contract for education. United Nations Educational, Scientific and Cultural Organization
Zhang, J., & Zhang, Z. (2024). AI in teacher education: Unlocking new dimensions in teaching support, inclusive learning, and digital literacy. Journal of Computer Assisted Learning, 40(4), 1871–1885. https://onlinelibrary.wiley.com/doi/10.1111/jcal.13028 https://doi.org/10.1111/jcal.13028
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Journal for the Advancement of Sustainable Development Goals
This work is licensed under a Creative Commons Attribution 4.0 International License.
License Statement
Creative Commons Attribution 4.0 International License (CC BY 4.0)
All articles published in the Journal for the Advancement of Sustainable Development Goals (JASDG) are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
Under this license, users are free to:
-
Share — copy and redistribute the material in any medium or format;
-
Adapt — remix, transform, and build upon the material for any purpose, including commercial use;
provided that appropriate credit is given to the original author(s) and the source, a link to the license is provided, and any changes made are indicated.
The licensor cannot revoke these freedoms as long as the license terms are followed.
Authors retain copyright of their work while granting JASDG the right of first publication. The published work remains freely available to readers and may be used, distributed, reproduced, and adapted by others in accordance with the terms of the CC BY 4.0 license.
For more information about this license, please visit:
https://creativecommons.org/licenses/by/4.0/
Copyright Notice
Copyright © 2026 The Author(s).
Articles published in the Journal for the Advancement of Sustainable Development Goals (JASDG) are distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, reproduction, and adaptation in any medium, provided the original author(s) and source are properly credited.
