Principals’ Perceptions of Their Role in Leading Digital Transformation: A Phenomenological Study

Abstract

Digital transformation in education presents distinct challenges for rural public schools in the Philippines, where geographic isolation, infrastructure deficits, and resource scarcity constrain principals’ capacity to lead technological change. This study examines how primary school principals in a rural province in the Philippines perceive their role in leading digital transformation. Adopting a qualitative, interpretivist approach, this study used Interpretative Phenomenological Analysis to analyse semi-structured interviews with four school principals. Findings reveal four key themes: navigating infrastructure scarcity through resourcefulness, bridging generational and digital divides through distributed leadership, reconciling pedagogical innovation with socioeconomic realities, and cultivating adaptive cultures through consultative leadership. The study highlights inadequacies in top-down policies and underscores needs for sustained infrastructure investment, context-sensitive professional development, and formal recognition of distributed leadership in resource-constrained contexts.