This study examined the relationship between technology-driven governance and teacher motivation in public junior high schools in the Division of Dasmariñas City as basis for an enhancement program. Using a descriptive-correlational research design, data were collected from 403 respondents consisting of 13 principals, 61 department heads, and 329 teachers during School Year 2025–2026. A researcher-made questionnaire validated by experts and obtaining a reliability coefficient of 0.83 was utilized for data gathering. Findings revealed that technology-driven governance was generally evident across the dimensions of digital literacy, technology integration, online learning platforms, stakeholder engagement, teacher training and support, and data-driven decision-making. Teacher motivation was likewise generally evident, particularly in terms of extrinsic motivation, professional development, and leadership and management support. Results further showed a significant relationship between technology-driven governance and teacher motivation. Major challenges included connectivity limitations, inadequate digital resources, workload concerns, and limited career development opportunities. Based on the findings, a one-year enhancement program was developed to strengthen digital governance practices and sustain teacher motivation. The proposed program was found highly acceptable by the respondents. The study concludes that effective technology-driven governance contributes significantly to teacher motivation and supports continuous school improvement in public junior high schools.
Technology – Driven Governance, Teacher Motivation, Digital Literacy; Technology Integration; Educational Leadership; School Governance; Enhancement Program.
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