Elementary Teachers’ Digital Competencies and Technology Integration in Bauan East Sub-Office, Division of Batangas Province

Abstract

This study aimed to examine the level of digital competencies and extent of technology integration of elementary teachers in Bauan East Sub-Office, Schools Division of Batangas Province, as well as the challenges encountered in integrating technology in the classroom. Specifically, it focused on teachers' digital competencies in terms of professional engagement, digital resources, teaching and learning, and assessment, and their technology integration in terms of substitution, augmentation, modification, and redefinition based on the SAMR model. A descriptive-correlational research design was employed, utilizing a validated 90-item questionnaire to gather data from 112 elementary teachers selected through stratified random sampling from a population of 156. The collected data were analyzed using weighted mean and Pearson product-moment correlation to determine both the levels of competencies and integration and the significant relationships between variables.

The findings revealed that teachers demonstrated highly competent digital competencies in professional engagement but moderately competent in digital resources, teaching and learning, and assessment. Technology integration was moderate across all SAMR levels, with substitution being most frequently practiced and redefinition least frequently practiced. Correlation analysis showed significant positive relationships between all digital competency domains and technology integration, with assessment competency showing the strongest correlation. Teachers also agreed that they encounter challenges related to insufficient devices, inadequate technical support, classroom management concerns, and limited planning time, which affect the consistent integration of technology in the classroom. Based on the findings, Project DIGITEACH was developed as an evidence-based enhancement activity.