Shared Justice Leadership and Digital Access of Teachers in New Normal Education Across Public Elementary Schools

Abstract

This study aimed to determine the significant relationship between shared justice leadership and digital access in the new normal education among public elementary school teachers. A descriptive-correlational research design was utilized, with 165 public elementary school teachers serving as respondents. Data were gathered using standardized questionnaires and analyzed through mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The findings revealed that shared justice leadership and digital access were both at a high level. Correlation analysis indicated a moderate but significant positive relationship between shared justice leadership and digital access. Additionally, multiple regression analysis demonstrated that all domains of shared justice leadership—school leader, school context, community context, and policy context significantly influenced digital access, with policy context having the strongest impact. Based on these findings, it is recommended that school administrators continuously reinforce shared justice leadership to further improve digital access. Strengthening leadership initiatives, fostering inclusive school policies, and enhancing collaboration with the community may contribute to a more equitable and technology-enabled educational environment, ultimately supporting both teachers and students in the digital age.