This study aims to determine the relationship between the digital leadership of school heads and teachers technological leadership on school outcomes in the Division of Laguna. The presentation and discussion of the major findings followed the order of the presentation of the statement of the problem. It is limited to specific areas, namely: the level of digital leadership of school heads the level of teachers technological proficiency the level of school outcomes significant relationship between the digital leadership of school heads and school outcomes and lastly significant relationship between teachers technological proficiency and school outcomes. The study used the correlational research design since it wanted to know “what is” the typical conditions dealt with assessing relationship between digital leadership of school heads and teachers technological proficiency on school outcomes, Schools Division of Laguna. A survey questionnaire which was the sources of data, was utilized in this study. The studys respondents were 250 teachers from fourteen schools in the four districts in the Division of Laguna. The statistical tools used in this study were weighted mean and standard deviation to determine the mean level of digital leadership of school heads and teachers technological proficiency on school outcomes. Pearson Product Moment of Correlation or Pearson R was used to assess the significant relationship. It was found that the level of digital leadership of school heads in terms of digital literacy, technology adaptation, technological vision, and data driven decision making were all very high by the school heads. The level of teachers technological proficiency in terms of attitude toward the uses of technology, planning and designing digital learning environment and experiences, self – efficacy, technical competence, and approach to collaboration were all very high. Moreover, the level of school outcomes in terms of curriculum and instruction, community engagement, infrastructure assessment, and resource assessment were all very high. Based on the data presented, analyzed, and interpreted, it is found that the level of digital leadership in terms of all variables shows no significant correlation on school outcomes variables. The level of teachers technological proficiency in terms of their attitude toward the uses of technology and technical competence shows significant correlation on school outcomes on community engagement. Furthermore, the statistical analysis indicated significant relationships between Digital Leadership of School Heads and Teachers Technological Proficiency on School Outcomes, with very weak to very strong pearson correlation coefficient. The study determines that there is a significant relationship between Teachers Technological Proficiency on School Outcomes. The null hypotheses were rejected, affirming the presence of significant relations. Likewise, it is recommended that teachers and school administrators participate in the technology leadership and integration training program. Develop interactive lessons, tailor instruction to individual needs, and integrate digital tools into teaching practices and for future researchers they need to include other variables such as digital services and innovative performances.<

digital leadership

literacy

Technological