# Participatory Equity Leadership and Online Access of Teachers in Public Elementary Schools: A Post-pandemic Education

Jessa B Palmera, Josephine B Baguio

► To cite this version:

Jessa B Palmera, Josephine B Baguio. Participatory Equity Leadership and Online Access of Teachers in Public Elementary Schools: A Post-pandemic Education. Asian Journal of Education and Social Studies, 2025, 51 (6), pp.1528-1539. 10.9734/ajess/2025/v51i72118. hal-05217068

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# Participatory Equity Leadership and Online Access of Teachers in Public Elementary Schools: A Post-pandemic Education

Jessa B. Palmera a++ and Josephine B. Baguio a#*

a Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.

## Authors' contributions

This work was carried out in collaboration between both authors. Both authors read and approved the final manuscript.

## Article Information

DOI: https://doi.org/10.9734/ajess/2025/v51i72118

## Open Peer Review History:

This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here:

https://pr.sdiarticle5.com/review-history/138652

## Original Research Article

Received: 10/04/2025

Accepted: 16/06/2025

Published: 16/06/2025

## ABSTRACT

This study aimed to examine the significant relationship between participatory equity leadership and online access among public elementary school teachers in post-pandemic education in the Tarragona District, Division of Davao Oriental. The research addresses a critical issue emerging from the COVID-19 pandemic: the persistent inequality in access to digital tools and inclusive leadership practices that affect teaching quality in the new normal. Using a descriptive-correlational research design, a total of 165 teachers were surveyed using standardized questionnaires. Data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The findings revealed that teachers demonstrate a high level of

<footnote>++ Student;</footnote>

<footnote># Faculty;</footnote>

<footnote>*Corresponding author: Email: josephinebbaguio@outlook.com;</footnote>
participatory equity leadership and online access. Correlation analysis indicated a moderate significant positive relationship between participatory equity leadership and online access. Further analysis revealed that the domains of school leadership, community context, and policy context significantly influenced online access, with policy context having the strongest effect, while school context was not a significant predictor. Based on these findings, it is recommended that school administrators promote leadership practices that foster inclusive and equitable learning environments, ensure access to ICT resources, and strengthen policy implementation to enhance teachers' use of technology in instruction. Capacity-building programs and equitable resource distribution may also help ensure all teachers can effectively integrate digital tools in post-pandemic education.

Keywords: Participatory equity leadership; online access; post-pandemic education; public elementary schools; descriptive-correlational; education.

# 1. INTRODUCTION

The COVID-19 pandemic accelerated the shift toward digital learning, exposing deep-rooted inequalities in online access among teachers in public elementary schools (Parker et al., 2020). Despite the growing dependence on technology for teaching and administrative tasks, many educators continue to face limited or unreliable access to internet connectivity, digital devices, and technical support. These challenges hinder their ability to prepare and deliver lessons, assess student learning, and engage in professional development (Ferri et al., 2020). The digital divide has created barriers not only to effective teaching but also to equitable education delivery, especially in underserved rural areas where infrastructure remains inadequate. The persistent gap in online access limits the overall quality of post-pandemic education and reinforces systemic disparities among public school teachers (Afzal et al., 2023).

Globally, countries have responded differently to the issue of online access for teachers in public education. In Finland, strong government investment in digital infrastructure ensured that nearly all teachers had access to high-speed internet and digital tools, enabling a smooth transition to online and blended learning (Näykki & Häkkinen, 2023). In contrast, India faced widespread connectivity issues, particularly in rural regions, where many public school teachers struggled with poor internet service and lack of access to personal digital devices (Dayal, 2023). Meanwhile, South Africa reported significant disparities between urban and rural schools, with many public school teachers in disadvantaged communities lacking sufficient digital resources (Lembani et al., 2020). These international experiences highlight the importance of equitable

leadership and policy interventions in closing digital access gaps among educators.

In the Philippines, the pandemic revealed the uneven landscape of digital access for public elementary school teachers. Many educators, particularly in geographically isolated and disadvantaged areas, experienced limited access to stable internet connections and essential devices such as laptops or tablets (Esteron, 2021). According to various Department of Education reports by Robosa et al., (2021), teachers often relied on personal resources or borrowed equipment just to meet the demands of remote teaching. Government efforts such as the provision of SIM cards and tablets were helpful but not uniformly distributed, leaving gaps in implementation. These conditions have continued in the post-pandemic period, affecting the capacity of teachers to utilize technology effectively for instruction, communication, and continuous learning.

Participatory equity leadership plays a critical role in addressing disparities in online access among public elementary school teachers. This leadership approach emphasizes inclusive decision-making, equitable resource distribution, and active engagement of teachers in policy formulation and implementation (Mustoip et al., 2023). Leaders who adopt participatory equity practices are more likely to listen to the needs of their staff, advocate for technological support, and ensure fair allocation of digital tools and training opportunities. When school administrators foster an environment where teachers feel heard and supported, it can lead to improved digital access and empowerment (Rhinesmith et al., 2022). Therefore, examining the relationship between participatory equity leadership and online access provides insight
into how leadership practices can bridge the
digital divide in public schools.

While existing literature has examined the
challenges of digital access in education and the
role of leadership in school improvement, few
studies have focused specifically on the
intersection of participatory equity leadership and
online access for teachers in the post-pandemic
context. Moreover, most research tends to
emphasize student access or instructional
outcomes rather than the experiences and needs
of teachers. There is limited empirical data that
explores how equity-driven leadership models
impact the digital accessibility of educators,
especially in rural settings such as those in the
Philippines. This gap highlights the need for
context-specific research that investigates how
leadership practices influence the online
readiness and capabilities of public school
teachers.

This study aimed to determine the relationship
between participatory equity leadership and the
online access of teachers in post-pandemic
education in public elementary schools in
Tarragona District, Division of Davao Oriental. By
exploring this relationship, the study sought to
provide evidence-based insights that can inform
school leadership practices, support equitable
digital transformation, and improve the
professional experience of teachers in the
evolving educational landscape.

The conceptual framework of this study illustrates the hypothesized relationship between participatory equity leadership (independent variable) and the online access of teachers (dependent variable) in the context of post-pandemic education. Participatory equity leadership is examined through four domains: school leader (SL), school context (SC), community context (CC), and policy context (PC). These components represent leadership dimensions that promote inclusivity, collaboration, and equitable educational opportunities within and beyond the school environment. On the other hand, the online access of teachers is assessed based on three key indicators: access and use of information and communication technologies (ICTs), use of ICTs for teaching and learning, and using ICTs for research and scholarship. These indicators reflect the extent to which teachers are equipped and empowered to engage with digital tools for instructional and professional development purposes. The framework posits that participatory and equity-driven leadership practices create enabling conditions for enhancing teachers' access to and effective use of online technologies. This is particularly relevant in the post-pandemic era, where digital competence and infrastructure are essential for quality education delivery. The model underscores the importance of leadership policies and practices in influencing the digital inclusion and readiness of educators.

<figure><img src="image_3.png" /><figcaption>Fig. 1. Conceptual framework of the study</figcaption></figure>
**1.1 Research Questions**

This study sought to answer the following
research questions:

1. What is the level participatory equity leadership of teachers in public elementary schools in terms of:

1.1 School Leader (SL),

1.2 School Context (SC),

1.3 Community Context (CC), and

1.4 Policy Context (PC)?

2. What is the level of online access of teachers in Public Elementary Schools terms of:

2.1 Access and use of information and communication technologies,

2.2 Use of ICTs for teaching and learning, and

2.3 Using ICTs for research and scholarship?

3. Is there a significant relationship between the level of participatory equity leadership and post-pandemic education of teachers in public elementary schools?

4. What domains in participatory equity leadership influence online access significantly in a post-pandemic education of teachers in public elementary schools?

**1.2 Hypotheses**

The null hypotheses were tested at 0.05 level of
significance:

Ho1. There is no significant relationship between the level of participatory equity leadership and post-pandemic education of teachers in public elementary schools.

Ho2. None of the domains in participatory equity leadership significantly influence the online access of teachers in public elementary schools in a post-pandemic education setting.

**2. METHODOLOGY**

**2.1 Research Design**

This study employed a non-experimental
quantitative research design utilizing the
correlational method. This approach was
deemed appropriate for examining the degree of

association between participatory equity
leadership and the online access of teachers in
public elementary schools in the context of post-
pandemic education. As Baguio and Baguio
(2025) emphasized, variables may be related
either through shared patterns of variation or due
to a common influencing factor. In this context,
the correlational method enabled the researcher
to determine whether the level of participatory
equity leadership is significantly related to the
online access experienced by teachers. By
exploring the relationship between these two
variables, the study aimed to uncover relevant
insights that can inform leadership practices,
policy decisions, and strategies to enhance
equitable digital access for educators within the
Tarragona District, Division of Davao Oriental.

**2.2 Research Respondents**

The participants of this study were randomly
selected from four 4 schools with one hundred
sixty-five 165 out of 250 from Tarragona District,
Division of Davao Oriental teacher respondents
used the Slovin's Formula with .05 margin of
error. Each of them had experienced
participatory equity leadership and has online
access of during post-pandemic education in
Public Elementary Schools. The schools were
selected regardless of entity, size of teachers
population, and distance.

**2.3 Research Instrument**

The instruments used in this study were self-
made survey questionnaires designed to assess
the level of participatory equity leadership and
the online access of public elementary school
teachers in the Tarragona District, Division of
Davao Oriental. These instruments were
developed by the researcher. Before the actual
data collection, the draft questionnaires
underwent face and content validation by a panel
of experts in the fields of Educational Leadership,
Information and Communications Technology in
Education, and Curriculum and Instruction.
Based on the feedback and recommendations
provided by the panel, necessary revisions were
implemented to enhance clarity, ensure content
validity, and align the instruments with the
study's research objectives.

To ensure the reliability and validity of the
instruments, a pilot test was conducted with 30
public elementary school teachers from a
neighboring district within the same division who
were not included in the main study. The results
of the pilot test demonstrated high reliability, with
a Cronbach's Alpha of 0.928 for the Participatory Equity Leadership subscale and 0.903 for the Online Access subscale.

## 2.4 Data Gathering Procedure

The data for this study were gathered through a series of systematic and ethically guided procedures. The researcher first obtained an endorsement from the Dean of the Graduate School of Rizal Memorial Colleges and secured ethical clearance from the institution's Ethics Review Committee to ensure the protection of participants' rights and adherence to established research ethics. Following this, a formal request letter was submitted to the Office of the Schools Division Superintendent of Davao Oriental. Upon approval, the Division Office issued an endorsement letter addressed to the School Heads of public elementary schools within the Tarragona District, authorizing the conduct of the study in their respective institutions.

With all necessary permissions obtained, the researcher conducted a pilot test of the survey instruments to assess their reliability and validity. During this phase, participating teachers were thoroughly briefed on the study's purpose and provided with detailed instructions to complete the questionnaire accurately. Based on the responses and feedback gathered, the instruments were refined to enhance clarity and ensure alignment with the study's objectives. The finalized questionnaires were then distributed to the 165 public elementary school teachers selected through the universal sampling method. Upon completion, the researcher personally collected all accomplished questionnaires. The data were then submitted to a professional statistician for tallying, tabulation, and statistical analysis in accordance with the research questions and objectives of the study.

## 2.5 Data Analysis

To analyze the data collected and effectively address the research questions of this study, the following statistical tools were utilized:

Mean. This was used to determine the levels of participatory equity leadership and online access among public elementary school teachers. It provided a general summary of the respondents' ratings across individual items and subscales, highlighting overall patterns in leadership practices and digital accessibility experienced by teachers.

Pearson Product-Moment Correlation Coefficient (Pearson r). This tool was employed to examine the degree of relationship between participatory equity leadership and online access. It enabled the researcher to assess whether a statistically significant linear correlation existed between the two variables within the context of post-pandemic education.

Multiple Regression Analysis. This analysis was conducted to determine the extent to which specific domains of participatory equity leadership significantly predicted teachers' online access. It helped identify which dimensions of leadership practices most strongly influenced digital accessibility and technology integration in teaching.

# 3. RESULTS AND DISCUSSION

## 3.1 Level of Participatory Equity Leadership among Public Elementary School Teachers in Post-Pandemic Education

Presented in Table 1 is the level of participatory equity leadership among public elementary school teachers in post-pandemic education. The table includes the domains of school leader, school context, community context, and policy context, based on the computed mean scores and standard deviations. The domain community context recorded the highest mean of 4.43, categorized as "very high." This was followed by the school context, which had a mean of 4.19, categorized as high. Moreover, the policy context, which had 3.92, was categorized as "high." The domain school leader had a mean of 3.84, also categorized as "high." The overall mean score of 4.10, described as "high," reflects a generally strong perception of participatory equity leadership across all domains. The overall standard deviation of 0.51 suggests that responses were relatively consistent, with most ratings closely clustered around the mean.

This finding implies that teachers in public elementary schools perceive participatory equity leadership as highly evident in their professional environments, especially in terms of community involvement. The results suggest that strong collaboration with school leaders, supportive policy frameworks, and shared school values contribute to an equitable and inclusive educational culture. These perceptions highlight
the effectiveness of leadership practices that prioritize fairness, shared decision-making, and responsiveness to community and school needs in the post-pandemic era.

<table><caption>**Table 1. Level of Participatory Equity Leadership among Public Elementary School Teachers in Post-Pandemic Education**</caption><thead><tr><th>Domains</th><th>SD</th><th>Mean</th><th>Descriptive Level</th></tr></thead><tbody><tr><td>School Leader</td><td>0.64</td><td>3.84</td><td>High</td></tr><tr><td>School Context</td><td>0.54</td><td>4.19</td><td>High</td></tr><tr><td>Community Context</td><td>0.63</td><td>4.43</td><td>Very High</td></tr><tr><td>Policy Context</td><td>0.59</td><td>3.92</td><td>High</td></tr><tr><td>Overall</td><td>0.51</td><td>4.10</td><td>High</td></tr></tbody></table>

This finding is consistent with the research of McGinnis (2024), who emphasized that strong participatory equity leadership is essential in fostering inclusive, collaborative, and student-centered school environments, particularly in post-pandemic education. When school leaders, teachers, and stakeholders work together through shared decision-making and equitable practices, it promotes a sense of belonging and collective responsibility within the school community. Similarly, Prasetyo and Kifla (2023) highlighted that participatory leadership enhances trust and transparency, leading to higher teacher engagement and improved school performance. Additionally, Arnold-Whitaker (2022) argued that in the aftermath of the pandemic, equity-driven leadership is critical to addressing learning gaps, supporting teacher well-being, and ensuring that no student is left behind.

## 3.2 Level of Online Access among Public Elementary School Teachers in Post-Pandemic Education

Presented in Table 2 is the domains of the level of online access among public elementary school teachers in post-pandemic education, including access and use of information and communication technologies, use of ICTs for teaching and learning, and using ICTs for research and scholarship, based on the mean scores and standard deviations. The domain access and use of information and communication technologies received the highest mean of 3.72, categorized as "high," followed by using ICTs for research and scholarship with a

mean of 3.66, also categorized as "high." The domain use of ICTs for teaching and learning recorded the lowest mean of 3.44 but still categorized as "high." The overall mean of 3.61, described as "high," suggests that teachers perceive their level of online access as generally strong and supportive of their professional responsibilities. The overall standard deviation of 0.48 indicates that responses were highly consistent, with most ratings closely clustered around the mean.

This finding implies that teachers in public elementary schools are well-equipped with online access capabilities across various domains, contributing to their ability to engage in digital teaching, research, and communication. The consistent use of ICTs across instructional, professional development, and scholarly tasks reflects a strong integration of technology in the post-pandemic educational landscape. These results underscore the value of continued support for ICT resources and training, enabling educators to adapt to evolving digital demands and enhance their overall teaching effectiveness.

This finding is in line with the research of Boltz et al. (2021), who emphasized that strong online access in post-pandemic education plays a crucial role in enhancing teaching and learning opportunities for teachers and students alike. Their findings revealed that teachers with robust online access are better able to incorporate digital resources into their lessons, engage in remote professional development, and communicate effectively with students and parents. Similarly, Ulanday et al. (2021) pointed out that easy access to online platforms allows teachers to adapt to the evolving demands of education, offering greater flexibility in how they plan, deliver, and assess learning. Additionally, Gottschalk and Weise (2023) argued that strengthening online access contributes to greater equity in education, as it provides teachers with the tools necessary to support diverse learning needs and reach all students, regardless of their location or background.

## 3.3 Significant Relationship Between Participatory Equity Leadership and Online Access among Public Elementary School Teachers in Post-Pandemic Education

Presented in Table 4 is the correlation analysis between participatory equity leadership and online access among public elementary school
teachers in post-pandemic education. The relationship between these two variables has a correlation coefficient (R) of 0.57 with a p-value of 0.000, which is less than the 0.05 significance level. This indicates a low but statistically significant positive relationship between participatory equity leadership and online access. The R² value of 0.41 suggests that approximately 41% of the variation in online access can be explained by participatory equity leadership. Since the p-value is less than 0.05, the null hypothesis (Ho1) is rejected, supporting the claim that there is a significant relationship between participatory equity leadership and online access.

This finding implies that the level of participatory equity leadership in schools influences the availability and use of online resources by teachers. A low positive relationship suggests that as participatory equity leadership practices improve, teachers' online access and use of technology for teaching and learning also increase. This highlights the importance of strong leadership in fostering an environment that supports the effective integration of digital tools and resources, which is crucial for adapting to the challenges of post-pandemic education.

This finding aligns with the research of Jackson et al. (2022), who emphasized that participatory equity leadership plays a crucial role in improving online access for teachers, especially in post-pandemic education. Their study highlighted that when school leaders adopt a collaborative approach in decision-making, ensuring that all

teachers have equitable access to digital tools and resources, it leads to enhanced online teaching experiences. Similarly, Yokuş (2022) argued that participatory leadership fosters an environment where teachers feel supported in their use of technology, which is essential for effectively navigating online education. Additionally, Hennessy et al. (2022) found that schools with strong participatory equity leadership are more likely to provide the infrastructure and training necessary for teachers to successfully integrate technology into their teaching practices, thus promoting greater online access and engagement.

### 3.4. Domains of the Participatory Equity Leadership that Significantly Influence Online Access among Public Elementary School Teachers in Post-Pandemic Education

Presented in Table 4 is the regression analysis examining how different domains of participatory equity leadership significantly influence online access among public elementary school teachers in post-pandemic education. The regression model reveals that the domains of school leader, community context, and policy context significantly influence online access, with policy context (B = 0.35) having the strongest positive influence, followed by school leader (B = 0.24), while community context (B = -0.13) has a negative influence. The domain of school context (B = 0.13) was found to be not statistically significant (p = 0.171), suggesting that it does not

<table><caption>Table 2. Level of online access among Public Elementary School Teachers in post-pandemic education</caption><thead><tr><td>Domains</td><td>SD</td><td>Mean</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>Access and Use of Information and Communication Technologies</td><td>0.66</td><td>3.72</td><td>High</td></tr><tr><td>Use of ICTs for Teaching and Learning</td><td>0.56</td><td>3.44</td><td>High</td></tr><tr><td>Using ICTs for Research and Scholarship</td><td>0.51</td><td>3.66</td><td>High</td></tr><tr><td>Overall</td><td>0.48</td><td>3.61</td><td>High</td></tr></tbody></table>

<table><caption>Table 3. Significant relationship between participatory equity leadership and online access among Public Elementary School Teachers in post-pandemic education</caption><thead><tr><td>Variables</td><td>Mean</td><td>SD</td><td>R</td><td>R<sup>2</sup></td><td>Degree of Relationship</td><td>p-value</td><td>Decision</td></tr></thead><tbody><tr><td>Participatory Equity Leadership</td><td>4.10</td><td>0.51</td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Online Access</td><td>3.61</td><td>0.48</td><td>0.57</td><td>0.41</td><td>Low Correlation</td><td>0.000</td><td>Reject Ho1</td></tr></tbody></table>
<table><caption>Table 4. Domains of the participatory equity leadership that significantly influence online access among Public Elementary School Teachers in post-pandemic education</caption><thead><tr><th>Domains</th><th>B</th><th>BE</th><th>Beta</th><th>t-stat</th><th>p-value</th><th>Decision</th></tr></thead><tbody><tr><td>Constant</td><td>1.34</td><td>0.23</td><td></td><td>5.82</td><td>0.000</td><td>Significant</td></tr><tr><td>School Leader</td><td>0.24</td><td>0.05</td><td>0.33</td><td>4.60</td><td>0.000</td><td>Significant</td></tr><tr><td>School Context</td><td>0.13</td><td>0.09</td><td>0.15</td><td>1.38</td><td>0.171</td><td>Not Significant</td></tr><tr><td>Community Context</td><td>-0.13</td><td>0.06</td><td>-0.17</td><td>-2.10</td><td>0.037</td><td>Significant</td></tr><tr><td>Policy Context</td><td>0.35</td><td>0.06</td><td>0.44</td><td>5.86</td><td>0.000</td><td>Significant</td></tr><tr><td colspan="7"><strong>Regression Model</strong></td></tr><tr><td colspan="7">Online Access=1.34 + 0.24 (School Leader) + -0.13 (Community Context) + 0.35 (Policy Context) R=0.714; R²=0.509; F=41.48; p-value=0.000</td></tr></tbody></table>

have a meaningful impact on online access in this context. The t-statistics for each significant factor (ranging from 4.60 to 5.86) and their corresponding p-values (all below 0.05) confirm the statistical significance of the school leader and policy context, while the non-significant result for school context indicates that it does not significantly affect online access. The regression equation is as follows: Online Access = 1.34 + 0.24 (School Leader) + -0.13 (Community Context) + 0.35 (Policy Context). The model explains 50.9% of the variance in online access (R² = 0.509). Furthermore, the model's F-value of 41.48 and its p-value of 0.000 indicate that the model is statistically significant.

This finding implies that strong school leadership and supportive educational policies positively influence teachers' access to and use of online resources, which are crucial for post-pandemic education. In contrast, the negative influence of community context suggests that factors within the community may present challenges to online access, potentially limiting its effectiveness in some schools. The lack of significance for school context suggests that this domain does not have a significant impact on online access. These results highlight the importance of robust leadership and policy frameworks to enhance online access, and underscore the need to address external community-related factors that might hinder teachers' use of digital tools in their teaching practices.

This finding aligns with the research of Wharton-Beck et al. (2024), who emphasized the significant role that participatory equity leadership plays in enhancing online access for teachers in post-pandemic education. Their study revealed that school leaders who engage in collaborative decision-making and help equitable access to resources ensure that teachers have the tools and support needed to navigate online

teaching effectively. Similarly, Thangeni (2022) found that participatory leadership models promote a culture of shared responsibility, where teachers are encouraged to develop and implement digital learning strategies, which significantly improves their access to technology. Furthermore, Raman et al., (2022) highlighted that when school leaders prioritize community context and policy support, teachers experience increased opportunities for professional development in ICT, thereby enhancing their ability to integrate technology into their teaching and improve overall online access.

## 4. CONCLUSION

Based on the findings of the study, the following conclusions were formulated:

Firstly, the level of participatory equity leadership among public elementary school teachers in post-pandemic education is often manifested. This suggests that teachers are actively involved in promoting inclusive, equitable, and collaborative leadership practices within their schools, particularly in adapting to the challenges posed by the post-pandemic educational landscape.

Secondly, the level of online access among public elementary school teachers in post-pandemic education is often manifested. This indicates that teachers frequently utilize online tools and resources to support their teaching practices, highlighting the integration of technology in their educational activities and their adaptation to new teaching methodologies post-pandemic.

Thirdly, a significant relationship exists between participatory equity leadership and online access, indicating a low positive correlation between the two variables. This suggests that as teachers
engage more with participatory equity leadership practices, there is a slight increase in their access to and use of online resources. While the correlation is positive, it is not particularly strong, implying that while leadership practices may contribute to online access, other factors may also play a role.

Finally, when examining the influence of different domains of participatory equity leadership on online access, school leader involvement, community context, and policy context emerged as significant predictors, with policy context having the strongest influence. However, school context was found to be not significant in predicting online access. This emphasizes the importance of leadership and external factors, such as policy and community engagement, in supporting teachers' access to online resources, while the specific school context did not show a significant influence.

# 5. RECOMMENDATION

Based on the findings and conclusions of this study, the following recommendations were formulated:

Firstly, considering that teachers exhibit a high level of participatory equity leadership in post-pandemic education, school administrators may continue to promote and support leadership practices that encourage inclusivity, collaboration, and shared responsibility. Schools could implement professional development programs focused on enhancing participatory leadership skills, fostering a school culture where teachers and administrators collaborate more effectively in decision-making processes. Encouraging teachers to take on leadership roles in areas such as curriculum development, school policy formation, and professional learning communities can further enhance school equity. Teachers, in turn, may continue to model fairness, inclusivity, and accountability in their leadership practices, ensuring that every student's voice is heard and valued.

Secondly, given that teachers demonstrate a high level of online access, schools may focus on strengthening teachers' digital literacy and access to technological tools. Providing teachers with professional development in using technology for teaching, learning, and assessment will help further integrate online resources into everyday teaching practices. School leaders may ensure that teachers have

continuous access to digital platforms, online tools, and educational resources to enhance their instructional strategies. Schools may also invest in robust IT infrastructure, ensuring that all teachers are equipped with the necessary devices and internet connectivity to engage fully in post-pandemic education. Teachers can continue to embrace online resources in ways that support a diverse and engaging learning environment for their students.

Thirdly, given the significant relationship between participatory equity leadership and online access, school leaders may focus on fostering a supportive and inclusive leadership environment that facilitates greater access to technology. School leaders may prioritize policies and practices that promote digital equity, ensuring that all teachers and students have the tools and resources needed to succeed in the online education environment. Additionally, they may engage with the broader community, including local authorities and tech companies, to secure resources and support for improving online access. Teachers, in turn, may continue to engage in leadership roles that advocate for equal access to technology and support the integration of digital tools in the curriculum.

Finally, considering the influence of school leader involvement, community context, and policy context on online access, schools may focus on enhancing these areas to improve access to technology for teachers and students. School leaders may be proactive in involving the community in discussions about digital inclusion, ensuring that all stakeholders, including parents and local organizations, are engaged in supporting online access. Policy initiatives may focus on ensuring that equitable access to technology is a priority, with provisions for funding and support for under-resourced schools. Teachers, in turn, may continue to collaborate with school leaders and community members to ensure that all students have equal opportunities to access online learning resources.

Future research could explore the long-term impact of participatory equity leadership on online access in various school contexts. Investigating how leadership practices influence the sustainability of online learning tools and the equitable distribution of resources could provide valuable insights. Additionally, future studies could examine the relationship between policy context and online access, exploring how educational policies may further support
equitable access to digital tools and technology for teachers and students in post-pandemic education.

## DISCLAIMER (ARTIFICIAL INTELLIGENCE)

The author(s) hereby declare that generative AI technologies have been used during the writing and editing of this manuscript. The details of the AI usage are as follows:

1. **Grammarly:** Used for grammar and spellchecking, as well as suggestions for improving sentence structure and overall clarity.

2. **Quillbot:** Employed for paraphrasing and refining sentence flow to enhance readability and coherence.

## CONSENT AND ETHICAL APPROVAL

This study was conducted in full compliance with established ethical guidelines to protect the rights, dignity, and welfare of all participants. Before collecting any data, the researcher obtained the necessary approvals from relevant institutional authorities, including an endorsement from the Dean of the Graduate School and ethical clearance from the appropriate Ethics Review Committee. The research process adhered to the ethical standards set by Pregoner et al. (2025), ensuring consistency with current protocols for studies involving human participants in educational contexts. Participation was completely voluntary, with all respondents being clearly informed about the study's goals, procedures, and their right to refuse or withdraw at any time without penalty. Informed consent was obtained to confirm their voluntary involvement and understanding of the study. To maintain confidentiality and ensure anonymity, no personally identifiable information was collected, and all responses were kept strictly private. The data were used solely for academic purposes, reflecting the researcher's commitment to ethical integrity, transparency, and professionalism throughout the study.

## COMPETING INTERESTS

Authors have declared that no competing interests exist.

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