In the context of digital transformation in education, the digital competencies of lower secondary school principals play a critical role in data-driven school governance and innovation leadership. However, in Vietnam, limited research has approached these competencies from a job-position perspective, particularly in regions with significant infrastructure disparities such as the North Central region. This study aims to assess the current status of digital competencies among lower secondary school principals in this region and propose appropriate development solutions. A mixed-methods approach was employed, combining a survey of 310 educational administrators and principals in Thanh Hoa, Nghe An, and Ha Tinh provinces with semi-structured interviews and document analysis. The findings indicate that principals’ digital competencies are at a moderate level, with notable limitations in data governance, the use of information systems for decision-making, and digital transformation leadership. Statistically significant differences were also found across regions. The study proposes a digital competency framework consisting of five groups aligned with job-position requirements, along with a system of development solutions based on the PDCA cycle integrated with OODA, contributing to evidence-based training and evaluation of school principals.