INSTRUCTIONAL INNOVATION AND ICT UTILIZATION IN TWO PUBLIC SCHOOL DISTRICTS OF ATIMONAN, QUEZON: BASIS FOR SUPERVISORY ENHANCEMENT PROGRAM FOR PUBLIC SCHOOL HEADS

This study focused on evaluating the implementation of innovative instructional methods and the integration of information and communication technology (ICT) by selected public school heads in the school districts of Atimonan, Quezon during the school year 2023–2024. This descriptive research was carried out across two districts: Atimonan I, comprised of 18 schools (15 elementary and 3 secondary), and Atimonan II, with 14 schools (12 elementary and 2 secondary). A total of 250 teachers were randomly selected to answer the survey questionnaire. Frequency, percentage, weighted mean, and Analysis of Variance (ANOVA) were utilized in the data analysis. Results revealed that teachers’ perceptions were significantly shaped by their age and years of service, implying that as teachers matured and accumulated more experience, their expectations and experiences with technology integration underwent evolution. While teachers perceived their school heads as effective in monitoring the impact of ICT integration on student outcomes and allocating sufficient resources, they identified a shortfall in the areas of infrastructure investment, meaningful integration of ICT into the curriculum, and training teachers in using ICT tools. Teachers strongly concurred that school heads effectively communicated with students, teachers, and parents, proficiently managed student records and administrative tasks, and created and disseminated educational content. However, they perceived a potential gap in staying updated with the latest trends in educational technology. Teachers also perceived the establishment of effective communication protocols by school heads, the encouragement of ICT use for timely feedback to students, and the development of supportive social relationships as the most impactful. The study underscored the pivotal role of school heads in championing ICT integration and innovation, and the necessity for comprehensive leadership strategies. It suggests a potential paradigm shift in the education system, with ICT integration enhancing communication, improving learning outcomesl, and fostering a conducive learning environment. The paramount culmination of the research was the development of a comprehensive supervisory enhancement program tailored specifically for the leadership of public schools to bolster their capabilities in implementing innovative instructional methods and integrating ICT effectively in their respective institutions.