Teachers’ Instructional Proficiency and Digital Literacy

Authors

  • Jeannie C. Abantas-Emji Tawi-Tawi College of Technology and Oceanography-Integrated Laboratory School, Mindanao State University - Tawi Tawi, Bongao, Tawi-Tawi, Philippines
  • Ma. Eloisa S. Gueta Tawi-Tawi College of Technology and Oceanography-Integrated Laboratory School, Mindanao State University - Tawi Tawi, Bongao, Tawi-Tawi, Philippines
  • Nahdiyya H. Nuruddin Tawi-Tawi College of Technology and Oceanography-Integrated Laboratory School, Mindanao State University - Tawi Tawi, Bongao, Tawi-Tawi, Philippines
  • Shaida-Mae I. Lagam Tawi-Tawi College of Technology and Oceanography-Integrated Laboratory School, Mindanao State University - Tawi Tawi, Bongao, Tawi-Tawi, Philippines
  • Jikiron A. Sukarno Tawi-Tawi College of Technology and Oceanography-Integrated Laboratory School, Mindanao State University - Tawi Tawi, Bongao, Tawi-Tawi, Philippines

DOI:

https://doi.org/10.69569/jip.2025.093

Keywords:

Digital literacy, Digital competence, English subject teachers, Instructional proficiency, Teaching competence

Abstract

This study determined the teachers’ levels of competencies in terms of digital literacy and subject mastery. It utilized a descriptive quantitative research design and was conducted among four elementary schools located in Bongao Municipality. The respondents were the teachers handling English subjects. The researchers developed a survey questionnaire, which was pilot tested for reliability using Cronbach’s Alpha. The questionnaire had a reliability coefficient of .91, which was highly acceptable. Percentage and weighted mean were used to analyze the demographic profile of the teachers. Spearman correlation was used to determine the significant relationships among variables. The study revealed that there is a significant relationship between the demographic profile of the teachers and their subject mastery and digital literacy. Researchers concluded that teachers were very highly competent in both subject mastery and digital literacy. Furthermore, teachers can still be provided with ongoing professional development opportunities to enhance their skills.

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Published

2025-04-10

How to Cite

Abantas-Emji, J., Gueta, M. E., Nuruddin, N., Lagam, S.-M., & Sukarno, J. (2025). Teachers’ Instructional Proficiency and Digital Literacy. Journal of Interdisciplinary Perspectives, 3(5), 102–107. https://doi.org/10.69569/jip.2025.093

Issue

Vol. 3 No. 5 (2025): May 2025 Issue

Section

Articles

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