TEACHERS' DIGITAL COMPETENCE AND ITS INFLUENCE ON THE EFFECTIVENESS OF TECHNOLOGY-ENHANCED LEARNING
Keywords:
Digital Competence, Technology-Enhanced Learning, DigCompEdu, MATATAG Curriculum, Public School Educators, PhilippinesAbstract
The transition toward digital-first educational landscapes has altered pedagogical mandates, requiring public school teachers to integrate complex technology into everyday learning. In the Philippines, this transition is mediated by the progressive rollout of the MATATAG Curriculum, which explicitly identifies digital literacy as a key 21st-century skill. However, public schools struggle with infrastructure disparities and training gaps, necessitating a rigorous assessment of how specific dimensions of educators' digital competence influence classroom outcomes.
This study evaluated the level of digital competence among public school teachers in San Leonardo, Nueva Ecija, and examined its direct influence on the perceived effectiveness of technology-enhanced learning (TEL).
Using descriptive-correlational and causal-comparative research designs, the investigation collected data from 180 public elementary and secondary school teachers selected using the Taro Yamane sampling formula. The research instrument was adapted from the European Framework for the Digital Competence of Educators (DigCompEdu) and standardized technology-enabled active learning inventories. Data were analyzed using descriptive statistics, Pearson product-moment correlation, multiple linear regression, and analysis of variance (ANOVA).
The findings revealed high levels of digital competence (Mean = 3.746, SD = 0.404) and TEL effectiveness (Mean = 3.808, SD = 0.362). A strong, statistically significant positive correlation was established between overall digital competence and TEL effectiveness (r = 0.785, p < 0.001). Multiple linear regression analysis (R2 = 0.623, F(6, 173) = 47.598, p < 0.001) indicated that facilitating learners' digital competence (β = 0.174, p < 0.001), empowering learners (β = 0.156, p = 0.009), and professional engagement (β = 0.146, p = 0.035) were the primary predictors of instructional effectiveness. Bivariate analyses demonstrated that while age, gender, and tenure did not yield significant differences, structural variables such as professional position (p < 0.001) and cumulative ICT training attended (p < 0.001) significantly influenced competence and instructional outcomes.
The investigation finds that teachers' digital competence is a strong predictor of the effectiveness of technology-enhanced learning, with student-centered dimensions exerting the greatest predictive power.
Professional development plans must transition from generic device-centric workshops toward advanced pedagogical applications, student-led digital content creation, and equitable digital facilitation models to support the MATATAG Curriculum's educational objectives.
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