Technology leadership competence: a framework for stakeholders' engagement/
Marikey M. Conde
- 176 pages: color illustrator 28 cm. +1CD-ROM (4¾ in.)
Dissertation
College of Industrial Education
The emergence of technology is intensifying it d changing the realm of education, thereby calling for a new leadership approach to champion change This study identified the technology leadership competent-es of people in key positrons from selected public and pnvate senior high schools in the National Capital Region. and are offering technology-vocational-livelihood track with Information and Communications Technology (ICT) strand, described the challenges and recommended a framework for stakeholders' engagement The investigation employed the qualitative phenomenological study with triangulation technique Tools and techniques utilized were focus group discussion, observation form, documents/artefacts, interview schedule, and recording instruments Data were analyzed through data reduction, data display, theme development and verification Results show competences identified were on: leadership and vision (e g support initiatives for state-of the-art); teaching and learning (e g. implement blended/ flexible learning); productivity and professional practice (e.g. collaborate using technologies); support, management and operation (e.g. policy implementation), assessment and evaluation (e.g. initiate technology innovation); and social, legal and ethics issues (e.g. promoting data privacy). Financial constraints, limited facility. computer illiteracy, minimal administrative support in a number of respondents, and limited time appeared to be the challenges. The technology leadership competences and the challenges pointed out the areas necessary for stakeholders to be engaged These areas are Vision, Utilization, MOtivation, C011aboration, and SuStainability VUMOCOS framework was formulated for stakeholders' engagement. Further study by subjecting the framework to structural equation modelling (SEM) is recommended-Author's Abstract