Digitalization Management of Administrators and Organizational Efficiency of Public Elementary Schools in the Division of Dasmariñas City

Abstract

This study examined the digitalization management of administrators and its relationship with the organizational efficiency of public elementary schools in the Division of Dasmariñas City. A descriptive-correlational research design was employed. The respondents consisted of 368 participants, including 20 supervisors, 20 school administrators, 20 Information and Communication Technology (ICT) coordinators, and 308 teachers. Data were gathered through a researcher-made questionnaire and documentary analysis of the Office Performance Commitment Review Form (OPCRF) ratings for School Years 2023–2024 and 2024–2025. Weighted mean, analysis of variance, and Pearson Product-Moment Correlation Coefficient were used to analyze the data.

The findings revealed that digitalization management was generally Evident, with an overall grand mean of 4.03. Capacity Building and Professional Development obtained the highest composite mean of 4.13, followed by Policy and Governance at 4.11. Organizational efficiency obtained an overall mean of 4.67, interpreted as Outstanding. Significant differences were found among the assessments of supervisors, administrators, ICT coordinators, and teachers. Correlation analysis showed significant relationships between organizational efficiency and Digital Literacy and Communication (r = 0.31, p = 0.000), Capacity Building and Professional Development (r = 0.42, p = 0.002), and Digital Storage and Software (r = 0.29, p = 0.000). Other dimensions did not show statistically significant relationships. The most prominent challenges involved insufficient ICT funding, unreliable backup power, and limited resources. Based on the findings, a Skills Enhancement Program was proposed to strengthen digital competencies, ICT governance, infrastructure, and organizational practices.