Assessment of Dumaran National High School Teachers’ Technological-Pedagogical Comspetence in Classroom Instructional Delivery

This study assessed the self-reported technological-pedagogical competence of teachers at Dumaran National High School in classroom instructional delivery. Specifically, it sought to determine the demographic profile of the respondents in terms of age, sex, teaching position, highest educational attainment, and years in teaching; assess their technological-pedagogical competence in terms of Technology Operations and Concepts and Pedagogy; and examine the relationship between their demographic profile and technological-pedagogical competence. The study was framed as a school-based local assessment intended to generate context-specific evidence for professional development planning at Dumaran National High School.

The study employed a descriptive-correlational research design using total enumeration. Thirty-three teachers participated in the study, excluding the researcher to avoid bias and conflict of interest. The research instrument was adapted from the National ICT Competency Standards for Teachers and was administered through Google Forms. Frequency counts, percentages, means, Cronbach’s alpha, Fisher’s Exact Test, cross-tabulations, Mann-Whitney U test, and Kruskal-Wallis test were used to analyze the data.

Findings revealed that most respondents were 25–30 years old, female, Teacher I, Bachelor’s Degree holders, and had 0–3 years of teaching experience. The teachers demonstrated a moderately high level of self-reported technological-pedagogical competence in both Technology Operations and Concepts and Pedagogy, with an overall grand mean of 2.99. Reliability analysis showed excellent internal consistency for the Technology Operations and Concepts subscale, Pedagogy subscale, and overall instrument. Although the overall competence level was moderately high, lower-rated areas were identified in the use of spreadsheets, online repositories, information and data management, and technology-supported assessment.

Using Fisher’s Exact Test, teaching position was found to have a significant association with categorical technological-pedagogical competence, while age, sex, highest educational attainment, and years in teaching were not significant. Follow-up cross-tabulations showed that teaching position was also associated with age and years in teaching, suggesting that the teaching-position result should be interpreted cautiously. Supplementary non-parametric tests using continuous mean scores showed no significant differences according to sex and highest educational attainment, but significant differences were found across age groups, teaching positions, and years-in-teaching groups.

The study concluded that teachers at Dumaran National High School generally perceived themselves as moderately competent in integrating technology into classroom instruction. However, continuous school-based professional development is needed, particularly in spreadsheets, digital repositories, data management, and technology-supported assessment. Since the study was conducted in a single school with 33 respondents and relied on self-reported data, the findings should be interpreted as context-specific and not broadly generalizable to all teachers.

Assessment, National High School, Technological

1. Abad, F., & Holgado, A. (2022). Exploring factors influencing pre-service and in-service teachers´ perception of digital competencies in the Chinese region of Anhui. Education and Information Technologies, 27, 12469 - 12494. https://doi.org/10.1007/s10639-022-11085-6. [Google Scholar] [Crossref]

2. Akram, H., Abdelrady, A., Al-Adwan, A., & Ramzan, M. (2022). Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.920317. [Google Scholar] [Crossref]

3. Batan, M., Treceñe, J., Santos, J., & Paler, R. (2022). Assessment of Competencies in Technology Operation and Concepts among Teachers in a Philippine State University. European Journal of Education and Pedagogy. https://doi.org/10.24018/ejedu.2022.3.3.389. [Google Scholar] [Crossref]

4. Bañez, R., & Yedra, J. (2019). Information and Communication Technology Approaches and Multimedia Authoring Skills of Public Elementary School Teachers. Journal of Educational Science and Technology (EST). https://doi.org/10.26858/est.v5i2.9687. [Google Scholar] [Crossref]

5. Cantabrana, J., Rodríguez, M., & Cervera, M. (2019). Assessing Teacher Digital Competence: the Construction of an Instrument for Measuring the Knowledge of Pre-Service Teachers. Journal of New Approaches in Educational Research, 8, 73 - 78. https://doi.org/10.7821/naer.2019.1.370. [Google Scholar] [Crossref]

6. Caluza, L., Verecio, R., Funcion, D., Quisumbin, L., Gotardo, M., Laurente, M., Cinco, J., & Marmita, V. (2017). An Assessment of ICT Competencies of Public School Teachers: Basis for Community Extension Program. IOSR Journal of Humanities and Social Science, 22, 01-13. https://doi.org/10.9790/0837-2203040113. [Google Scholar] [Crossref]

7. Claro, M., Castro-Grau, C., Ochoa, J., Hinostroza, J., & Cabello, P. (2024). Systematic review of quantitative research on digital competences of in-service school teachers. Comput. Educ., 215, 105030. https://doi.org/10.1016/j.compedu.2024.105030. [Google Scholar] [Crossref]

8. Elsayary, A. (2023). The impact of a professional upskilling training programme on developing teachers' digital competence. J. Comput. Assist. Learn., 39, 1154-1166. https://doi.org/10.1111/jcal.12788. [Google Scholar] [Crossref]

9. Enorme, C., Santidad, J., Ledesma, C., Dioneda, M., & Borja, J. (2024). A Systematic Literature Review on ICT Integration: Opportunities and Challenges in Teaching Mathematics. International Journal on Integrated Education. https://doi.org/10.31149/ijie.v7i4.5327. [Google Scholar] [Crossref]

10. Eskici, M., & Çayak, S. (2023). The Relationship between Teachers' Technology Proficiencies and their Levels of Integrating Technology into their Lessons. Journal of Educational Technology and Online Learning. https://doi.org/10.31681/jetol.1331971. [Google Scholar] [Crossref]

11. Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449 - 2472. https://doi.org/10.1007/s11423-020-09767-4. [Google Scholar] [Crossref]

12. Gamboa, J., & Gamboa, A. (2020). Impact to information computer technology: computer competency of Tinajero high school teachers in Philippines. , 5, 152-157. https://doi.org/10.46652/rgn.v5i24.645. [Google Scholar] [Crossref]

13. Gamit, A. (2023). ICT Integration in Elementary School for Mathematics Subject. International Journal of Learning, Teaching and Educational Research. https://doi.org/10.26803/ijlter.22.2.24. [Google Scholar] [Crossref]

14. Gangmei, N., & Thomas, K. (2025). Teachers’ Technology Proficiency for Quality Learning and Teaching—A Scoping Review. International Journal of Educational Reform. https://doi.org/10.1177/10567879251316213. [Google Scholar] [Crossref]

15. Ibarrientos, J. (2025). Competency Level in Information and Communications Technology (ICT) of Teachers: Basis for a Technological, Pedagogical and Content Knowledge (TPACK) readiness training program. Indonesian Journal of Teaching in Science. https://doi.org/10.17509/ijotis.v4i1.67614. [Google Scholar] [Crossref]

16. Kiryakova, G., & Kozhuharova, D. (2024). The Digital Competences Necessary for the Successful Pedagogical Practice of Teachers in the Digital Age. Education Sciences. https://doi.org/10.3390/educsci14050507. [Google Scholar] [Crossref]

17. Lan, H., Bailey, R., & Tan, W. (2024). Assessing the digital competence of in-service university educators in China: A systematic literature review. Heliyon, 10. https://doi.org/10.1016/j.heliyon.2024.e35675. [Google Scholar] [Crossref]

18. Li, S., Liu, Y., & Su, Y. (2022). Differential Analysis of Teachers’ Technological Pedagogical Content Knowledge (TPACK) Abilities According to Teaching Stages and Educational Levels. Sustainability. https://doi.org/10.3390/su14127176. [Google Scholar] [Crossref]

19. Mijares, B. (2022). Teachers’ Information and Communication Technology Competencies: The Basis for a Competency-based Training Plan. American Journal of Education and Technology. https://doi.org/10.54536/ajet.v1i3.762. [Google Scholar] [Crossref]

20. Ng, D., Leung, J., Su, J., Ng, R., & Chu, S. (2023). Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world. Educational Technology Research and Development, 71, 137 - 161. https://doi.org/10.1007/s11423-023-10203-6. [Google Scholar] [Crossref]

21. Nurhidayat, E., Mujiyanto, J., Yuliasri, I., & Hartono, R. (2024). Technology integration and teachers’ competency in the development of 21st-century learning in EFL classroom. Journal of Education and Learning (EduLearn). https://doi.org/10.11591/edulearn.v18i2.21069. [Google Scholar] [Crossref]

22. Rahimi, A. (2023). Beyond digital competence and language teaching skills: the bi-level factors associated with EFL teachers’ 21st-century digital competence to cultivate 21st-century digital skills. Education and Information Technologies, 29, 9061 - 9089. https://doi.org/10.1007/s10639-023-12171-z. [Google Scholar] [Crossref]

23. Ramaila, S., & Molwele, A. (2022). The Role of Technology Integration in the Development of 21st Century Skills and Competencies in Life Sciences Teaching and Learning. International Journal of Higher Education. https://doi.org/10.5430/ijhe.v11n5p9. [Google Scholar] [Crossref]

24. Rondubio, D., & Gantalao, J. (2025). ICT in the Context of Education for Quality Outcomes-Based Teaching-Learning Model. Psychology and Education: A Multidisciplinary Journal. https://doi.org/10.70838/pemj.350901. [Google Scholar] [Crossref]

25. Skantz-Åberg, E., Lantz-Andersson, A., Lundin, M., & Williams, P. (2022). Teachers’ professional digital competence: an overview of conceptualisations in the literature. Cogent Education, 9. https://doi.org/10.1080/2331186x.2022.2063224. [Google Scholar] [Crossref]

26. Suzer, E., & Koç, M. (2024). Teachers’ digital competency level according to various variables: A study based on the European DigCompEdu framework in a large Turkish city. Education and Information Technologies, 29, 22057 - 22083. https://doi.org/10.1007/s10639-024-12711-1. [Google Scholar] [Crossref]

27. Vega, J. (2025). Teachers’ technological skills and pupils’ Information and Communications Technology competencies: Inputs to Teaching Enhancement Plan. Pantao (International Journal of the Humanities and Social Sciences). https://doi.org/10.69651/pijhss0403317. [Google Scholar] [Crossref]

28. Villegas, E., & Buquia, W. (2023). Teachers’ Competence in Information and Communications Technology. Polaris Global Journal of Scholarly Research and Trends. https://doi.org/10.58429/pgjsrt.v2n4a93. [Google Scholar] [Crossref]

29. Zhao, W. (2024). A study of the impact of the new digital divide on the ICT competences of rural and urban secondary school teachers in China. Heliyon, 10. https://doi.org/10.1016/j.heliyon.2024.e29186. [Google Scholar] [Crossref]

• Block-Based Programming for Education: A Comprehensive Analysis of Visual Programming Environments in K-12 Learning
• Management of Academic Libraries and Client Satisfaction Towards Digital Utilization: Basis for Monitoring Library Operations in SOCCSKSARGEN Region.
• Revenue Leakages in TPA Insurance Claims and Corporate Claims: An Institutional Overview of Aster Prime Hospital, Hyderabad
• Technology and Innovation in Hospitality and Tourism: A Management Perspective
• Geospatial Distribution of Tarok Sacred Grove of Langtang North and Langtang South Local Government Areas