Linking Educational Technology Competence to the Supervisory Performance of Master Teachers in Basic Education

Abstract

This study looked into SOCCSKSARGEN Master Teachers' educational technology competence and how it affected their ability to supervise. Its main focuses were research, professional development, supervision, mentoring, and instruction. The study employed a descriptive-correlational approach and included interviews in addition to surveys of 1,630 teachers and 326 master teachers from 72 schools. Teachers' evaluation ratings, IPCR ratings, and questionnaires were used to gather data. The association between performance and competence was examined using statistical methods such as Pearson's r and t-test. The results show how technology competence improves supervision and leadership, emphasizing the necessity of ongoing professional development for Master Teachers in educational technology. The results indicated that Master Teachers had a combined "Good" level of technology expertise, superior teaching capacity, and professional growth. Their research capability was, however, assessed at "Fair", which points to the enhancement of the infusion of technology into research practices. As far as supervisory performance goes, Master Teachers earned an "Outstanding" rating for IPCR assessment, while teacher ratings lagged a step behind at "Very Satisfactory". This is an indication of difference in performance rating by teachers and IPCR rating. There was a strong positive correlation between supervisory performance and educational technology proficiency (p < 0.05), especially in such activities as curriculum design and instructional assistance. Use of technology to research, however, was not found to have an impact on supervisory effectiveness. Master Teachers saw their technological ability as critical to improving instruction, mentoring, and management of resources, but saw obstacles such as limited access to technology and resistance to technological innovation. In conclusion, while Master Teachers from the region are very technologically proficient, research-oriented training and more balanced appraisal systems are proposed. These can be filled to improve their overall performance as supervisors and leaders.