Competence and attitude as predictors of teachers’ readiness for digitized instruction

Abstract

This study was undertaken to determine the influence of secondary school teachers’ digital competence and attitude towards the readiness for digitized instruction. This study was conducted in schools where digitized instruction is implemented in the Division of Digos City from January to March of 2022. This study utilized a quantitative-correlational design and was participated by 227 teachers. Data collection was done through adapted survey questionnaires and utilized descriptive, correlational, and multiple linear regression analysis for data interpretation. Results show a very high level of teachers’ digital competence and a generally positive attitude towards digitized instruction. Teachers’ readiness toward digitized instruction is also found to be very high. Finally, teachers’ digital competence and attitude were found to be significant predictors of digitized instruction readiness among teachers. Thus it is necessary for teachers to improve their digitalization and technological competency as well as cultivate a favorable attitude toward information and communications technology to promote the enthusiasm for technology-led teaching.

Multivariate Analysis on Curriculum Viability, Teaching Competence, and Effective Instruction: Davao Region Teachers in Focus

“…This finding implies that teachers in the Davao region have developed the necessary pedagogical skills and practical tools to support student learning and meet the diverse needs of their learners. These findings can be further substantiated by the empirical evidence that Indonesian teachers have high technological, pedagogical, and content knowledge competence (Maknun, 2022); even in the Philippines, teachers showed very high digital competence (Galaraga & Reynato, 2022). Furthermore, Filipino teachers were found to have the ability to communicate in a second language proficiently and effectively (Prasetya, 2021;Mangila, 2018;Ozaki, 2021).…”

“…Regarding instrumental competencies, research by Maknun (2022) focused on Indonesian teachers and showed high technological, pedagogical, and content knowledge competence levels. Similarly, Galaraga and Reynato (2022) discovered that Filipino teachers demonstrated significant digital competence. These findings highlight the importance of teachers' ability to utilize technology and integrate it into their instructional practices effectively.…”