Participatory Equity Leadership and Online Access of Teachers in Public Elementary Schools: A Post-pandemic Education

Abstract

This study aimed to examine the significant relationship between participatory equity leadership and online access among public elementary school teachers in post-pandemic education in the Tarragona District, Division of Davao Oriental. The research addresses a critical issue emerging from the COVID-19 pandemic: the persistent inequality in access to digital tools and inclusive leadership practices that affect teaching quality in the new normal. Using a descriptive-correlational research design, a total of 165 teachers were surveyed using standardized questionnaires. Data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The findings revealed that teachers demonstrate a high level of participatory equity leadership and online access. Correlation analysis indicated a moderate significant positive relationship between participatory equity leadership and online access. Further analysis revealed that the domains of school leadership, community context, and policy context significantly influenced online access, with policy context having the strongest effect, while school context was not a significant predictor. Based on these findings, it is recommended that school administrators promote leadership practices that foster inclusive and equitable learning environments, ensure access to ICT resources, and strengthen policy implementation to enhance teachers’ use of technology in instruction. Capacity-building programs and equitable resource distribution may also help ensure all teachers can effectively integrate digital tools in post-pandemic education.