Information and Communications Technology Competencies and Twenty-First Century Skills: A Structural Model on e–Leadership of School Administrators

James L. Paglinawan, Raul C. Orongan, Rubillinda A. Paglinawan


This study investigated the relationship of the public basic education school administrators’ demographic profile, Information and Communications Technology (ICT) competencies, Twenty-First (21st) century skills, and attitude to ICT towards their electronic-leadership (e-leadership) capabilities. Furthermore, it also explored the variables that best predict e-leadership capabilities and the structural model that best fits the e-leadership capabilities of school administrators. The school administrators displayed a high level of 21st century skills which means they displayed the skills most of the time whenever these skills may be applicable. The school administrators possessed a basic level of ICT competencies which means that they only performed some of the basic ICT operations and use ICT sometimes as a tool for administration. The 21st century skills and ICT competencies of school administrators are significantly related to e-leadership capabilities. E-leadership of the school administrators is greatly attributed to their 21st century skills and ICT competencies. Structurally, the e-leadership capability of the school administrators was best anchored on the 21st century skills and ICT competencies. The 21st century skills and ICT competencies greatly contributed to the e-leadership capability of the school administrators.

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