Abstract
Despite the Department of Education's sustained push for ICT integration in Philippine basic education, empirical studies that jointly model how administrative support and technology access predict teachers' adoption of digital pedagogy within a single secondary school using variance-based structural equation modeling rather than isolated descriptive or bivariate analyses remain scarce. This basic research addressed that gap by examining the relationship between administrative support, technology access, and the adoption of digital pedagogy among 196 teacher-respondents of Siocon Secondary School during School Year 2025-2026. Using a descriptive-correlational design, data were gathered through a researcher-made survey questionnaire that underwent expert content validation and pilot testing prior to administration and were analyzed using weighted means and Partial Least Squares Structural Equation Modeling (PLS-SEM) via WarpPLS 8.0. Results showed that administrative support (M = 4.37, SD = 0.56), technology access (M = 4.16, SD = 0.70), and adoption of digital pedagogy (M = 4.31, SD = 0.58) were all rated "Often" by teachers. Both administrative support (beta = 0.243, p < .001) and technology access (beta = 0.482, p < .001) were significant positive predictors of digital pedagogy adoption, jointly explaining 46.1% of its variance (R-squared = 0.461), with technology access emerging as the stronger predictor. These findings indicate that school leadership and resource infrastructure function as complementary but unequal drivers of digital teaching practice and support a dual-pronged strategy in which administrators sustain leadership-driven ICT initiatives while prioritizing investment in device provisioning and internet reliability to further strengthen digital pedagogy adoption.