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Abstract <br/> The level of technological leadership influences the extent of information communications technology (ICT) use of school heads in an institution.<br/> This study determined the relationship between technological leadership and ICT use of school heads from the interior municipalities of Antique.<br/> The study utilized a descriptive comparative-correlational research design and employed two adopted data-gathering instruments.<br/> Descriptive statistics included frequency, percentage, mean, and standard deviation, while inferential statistics employed were the Mann-Whitney U test, Kruskal-Wallis, and Spearman rho. All inferential statistics were set at the 0.05 alpha level.<br/> Results revealed that the level of technological leadership of school heads, in terms of leadership and vision of school heads, was ""High."" However, in terms of teaching and learning, productivity and professional practice, support, management, and operation, assessment and evaluation, and social, legal, and ethical issues, was ""Very High.""<br/> The extent of ICT uses in terms of availability of equipment, facilities, and availability of seminars and trainings attended by school heads when taken as a whole and classified according to profile was ""Very High"", while in terms of availability of facilities the ICT utilization was ""High"".<br/> Significant differences existed in the level of technological leadership in terms of teaching and learning, productivity and professional practice, assessment and evaluation, and social, legal, and ethical issues of school heads classified according to sex. However, no significant differences existed in the level of technological leadership in terms of leadership and vision, support, management, and operation.<br/> No significant differences existed in the level of technological leadership of school heads in terms of leadership and vision, teaching and learning, productivity and professional practice, support, management, and operation, assessment and evaluation, and social, legal, and ethical issues classified according to the number of ICT trainings attended.<br/> Significant differences existed in the level of technological leadership in terms of leadership and vision, productivity and professional practice, and assessment and evaluation of school heads classified according to administrative position. However, no significant differences existed in the level of technological leadership in terms of teaching and learning, support, management, and operation, and social, legal, and ethical issues.<br/> Significant differences existed in the level of technological leadership of school heads in terms of leadership and vision, productivity and professional practice, and assessment and evaluation of school heads classified according to their highest educational attainment. However, no significant differences existed in the level of technological leadership in terms of teaching and learning, support, management, and operation, and social, legal, and ethical issues.<br/> No significant difference existed in the extent of ICT use in terms of availability of ICT equipment, facilities, and seminars and trainings of school heads when classified according to sex, administrative position, highest educational attainment, and number of ICT trainings attended.<br/> A positive and significant correlation existed between the level of technological leadership and the extent of ICT use of school heads. It is concluded that technological leadership serves as a primary driver for digital adoption within the institution.<br/> A professional technical assistance plan was developed to enhance technological leadership in terms of leadership and vision of school heads.<br/>Keywords: Technological leadership, ICT use, School heads, Antique |