© IJARW | ISSN (O) - 2582-1008 May 2025 | Vol. 6 Issue. 11 www.ijarw.com IJARW2632 International Journal of All Research Writings 579 FINANCIAL LEADERSHIP AND INSTRUCTIONAL SUPERVISION ON DIGITAL LITERACY OF SCHOOL ADMINISTRATORS Juliet E. Ucab 1 , Aprell L. Abellana 2 , Raul C. Orongan 3 1 Teacher I, P-2, Poblacion, Kadingilan, Bukidnon 8713, Philippines 2 Assistant Professor IV, Musuan, Maramag, Bukidnon 8714, Philippines ABSTRACT This study examined the relationship between financial leadership, instructional supervision, and digital literacy among school administrators in the Division of Bukidnon for the Academic Year 2024- 2025. Recognizing digital literacy as a crucial competency for effective school leadership, the research explored how administrators’ financial management practices and instructional supervision strategies influence their ability to integrate and utilize digital technologies. Using a descriptive-correlational research design, data were gathered from 250 school administrators, including officers-in-charge, school heads, and master teachers. The study assessed financial leadership across six domains: financial management planning, resource mobilization, asset procurement, asset management, financial monitoring and evaluation, and financial reporting. Instructional supervision was evaluated in terms of classroom observation, personal interaction, and instructional support, while digital literacy was measured through knowledge of information and communication technology (ICT) and use of electronic technology and computer programs. Results showed strong positive correlations between digital literacy and both financial leadership (r = .815, p < .001) and instructional supervision (r = .926, p < .001). All subcomponents of these leadership areas were significantly related to digital literacy. Regression analysis revealed instructional support as the strongest positive predictor of digital literacy (Beta = 0.872, p < .001), while preparation of financial management plans negatively predicted digital literacy (Beta = -0.676, p < .001). Other positive predictors included resource mobilization, financial monitoring, asset procurement, and financial reporting. The model explained 94.5% of the variance in digital literacy (R² = 0.945, F = 586.864, p < .001). These findings highlight the need for targeted professional development and strategic resource management to enhance digital literacy and technology integration in schools. The study offers valuable insights for policymakers and educational leaders aiming to strengthen digital readiness and leadership capacity, especially in resource-limited settings. Keyword: Digital Literacy, School Administrators, Bukidnon 1. INTRODUCTION Digital literacy has become an essential competency for school administrators in today’s educational landscape. It involves not only the ability to effectively use digital tools and technologies but also the capacity to critically evaluate information, foster innovation, and support both instructional and administrative functions within schools. As technology increasingly shapes teaching, learning, and school management, administrators are expected to lead by example by integrating digital skills into daily operations and strategic planning. However, several challenges arise regarding the digital literacy of school administrators. Many lack advanced digital skills or experience with emerging technologies, which can hinder their ability to lead effectively, evaluate technology use among teachers, and implement digital initiatives. Often, professional development opportunities tailored to administrators are insufficient or introduced too late, limiting their impact. Additionally, administrators face challenges related to resource allocation and infrastructure, as limited budgets or inadequate technology can impede the creation of a digitally literate school environment. In the Philippines, digital literacy among school heads significantly influences their leadership performance, as demonstrated in studies from