School Leaders' Support in Integrating Digital Aesthetic Environments and Empowering Teachers to Adapt to Technology-Enhanced Arts Teaching In Sichuan, China

Author(s)	XIAOFANG GOU
Country	Philippines
Abstract	This study investigated the relationship between school leaders’ support for integrating digital aesthetic environments and teachers’ empowerment to adapt technology-enhanced arts instruction. Descriptive-correlational design was employed, drawing data from 150 arts teachers representing diverse demographic profile. Results showed that teachers generally perceived only moderate support from their leaders. Strengths appeared in areas such as digital aesthetic literacy and interdisciplinary collaboration, yet gaps persisted in aligning leadership strategies with classroom realities. Teachers, however, rated themselves as reasonably empowered to apply technology in instruction, frequently citing project-based STEAM integration and creative uses of AR/VR as part of their practice. The negative overall correlation indicates that, as perceived support from school leaders increases, teachers’ sense of empowerment to adapt technology-enhanced arts teaching tends to decrease, albeit modestly.
Keywords	digital aesthetic environments, teacher empowerment, technology-enhanced arts teaching, China
Field	Sociology > Education
Published In	Volume 16, Issue 3, July-September 2025
Published On	2025-09-29
DOI	https://doi.org/10.71097/IJSAT.v16.i3.8428
Short DOI	https://doi.org/g97s4b

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International Journal on Science and Technology