Socio-Technical Dynamics in Educational Management Explored Through Gendered Leadership Styles and Competencies

Abstract

This mixed-methods research investigates the socio-technical dynamics of educational management by examining the variations in professional experiences, leadership competencies, and administrative styles between male and female school officials in Agoo, La Union. As educational institutions increasingly integrate Artificial Intelligence (AI) and Information and Communication Technology (ICT), understanding the human leadership driving this digital transformation is critical. Employing a descriptive-correlational framework, the study evaluated a cohort of 22 participants, including 15 department heads and seven high school principals, utilizing standardized surveys alongside detailed qualitative interviews. The results indicated that all participants began their professional journeys as classroom teachers and encountered no significant systemic obstacles in attaining their current executive positions. Furthermore, the data highlighted clear gender-based distinctions: male administrators primarily demonstrated human-centered capabilities and a relationship-focused style aimed at fostering subordinate comfort, whereas female administrators exhibited proficiency in both technical and human domains, utilizing a task-oriented approach defined by clear role clarification. The study concludes that while practical implementation varies by gender, these complementary styles form an optimal transformational foundation for technology adoption. Consequently, an evidence-based development program was established to strengthen AI and ICT management expertise within the secondary education sector.