The purpose of study the moderating effect of professional development to technology leadership of school administrators and technology integration is to determine the level of technology leadership of the school administrators and the level of technology integration of teachers; to investigate if there is a significant relationship between technology leadership and technology integration; and to find out if professional development, in terms of, educational attainment, and number of ICT-related training and seminars attended, moderates the relationship between technology leadership and technology integration. The study used a descriptive and correlational method of research and a moderation analysis. The researcher administered the questionnaires to 180 secondary school teachers in Candelaria East District. Based on the results of the study, there is a high level of technology leadership of school administrators, and a high level of technology integration of teachers. It was concluded that there is a positive strong relationship between technology leadership and technology integration. Furthermore, professional development in terms of highest educational attainment does not moderate the relationship between technology leadership and technology education. Contrary to numbers of trainings and seminars which significantly moderates the effect between technology leadership and technology integration.
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Manongsong et al. (2024) studied this question.