Teachers’ Digital Literacy, Skills, And Readiness to Integrate Technology in Instruction Among Public School Teachers in Sulu
DOI:
https://doi.org/10.5281/zenodo.21898803Keywords:
digital literacy, digital skills, ICT classroom practices, technology integration readiness, public school teachers, school challengesAbstract
Digitalization increasingly requires teachers to combine digital competence with pedagogically meaningful technology use. This study examined the relationships among teachers’ digital literacy, digital skills, ICT classroom practices, and readiness for technology integration, including the moderating role of school challenges among public elementary school teachers in Sulu. A quantitative cross-sectional survey design was used with 329 teachers drawn from a population of 2,275 through multistage cluster and simple random sampling. Data were collected through a contextualized, expert-validated questionnaire; a pilot test with 10 teachers produced Cronbach’s alpha coefficients ranging from .796 to .953. Descriptive statistics, analysis of variance, t-tests, multiple regression, and hierarchical moderated regression were applied. Teachers generally demonstrated high digital literacy and digital skills, while ICT practices were strongest in lesson planning and less consistent in facilitation and assessment. No significant differences were found across the demographic groupings tested. Communication and collaboration literacy, information handling, digital collaboration, and content creation significantly predicted ICT classroom practices. Readiness was significantly predicted by communication and collaboration literacy, ethical and socio-emotional literacy, information handling, content creation, and problem-solving skills. The digital literacy × school challenges and digital skills × school challenges interaction terms were significant, indicating that contextual barriers shaped how competencies translated into readiness. The findings underscore the need to pair competency-focused professional development with reliable infrastructure, institutional support, and enabling school conditions.
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