A Structural Equation Modeling Approach to ICT Engagement, Digital Leadership, and Teaching Performance of ALS Teachers

Abstract

As the Philippine Department of Education advances its digital transformation agenda, understanding how teachers’ engagement with Information and Communication Technology (ICT) translates into instructional effectiveness has become increasingly important, particularly in non-formal education contexts such as the Alternative Learning System (ALS). This study examined the structural relationships among ICT Engagement, Digital Leadership, and Teaching Performance of ALS teachers in Northern Mindanao using Structural Equation Modeling (SEM). Data were collected from 200 ALS teachers through an online survey utilizing adapted measures of ICT Engagement, perceived Digital Leadership of Education Program Specialists (EPS), and IPCRF-based Teaching Performance ratings. Descriptive results indicated generally low ICT engagement, moderate levels of perceived digital leadership, and high teaching performance ratings. SEM results showed that ICT Engagement significantly predicted both Digital Leadership and Teaching Performance, while Digital Leadership also had a significant effect on Teaching Performance. Mediation analysis revealed that Digital Leadership partially mediated the relationship between ICT Engagement and Teaching Performance. These findings highlight ICT Engagement as the primary driver of instructional performance in ALS, with digital leadership serving a reinforcing role. The study contributes empirical evidence to the limited body of research on digital leadership and ICT integration in non-formal education and underscores the need for sustained ICT capacity-building and strengthened EPS-led digital support to enhance teaching quality in ALS.