Instructional Proficiency, Digital Literacy and ICT Readiness of Secondary School Teachers in Dagupan City: A Path Analysis
DOI:
https://doi.org/10.5281/zenodo.22131274Keywords:
instructional proficiency, digital literacy, ICT readiness, mathematics teachers, path analysis, technology integrationAbstract
This study examined the instructional proficiency, digital literacy, and ICT readiness of Secondary Mathematics Teachers in the Schools Division Office of Dagupan City and tested the structural pathways among these constructs as a basis for an ICT-enhanced curricular framework. A descriptive-survey and correlational design with path analysis was employed among 77 public secondary Mathematics teachers from eight schools, representing a 90.59% response rate. A validated self-rated questionnaire measured instructional proficiency across the seven Philippine Professional Standards for Teachers (PPST) domains, digital literacy across six DIGCOMP dimensions, and ICT readiness across five Will-Skill-Tool components. The instrument obtained a very high content-validity mean of 4.43 and excellent composite reliability (Cronbach's alpha = .910). Weighted means and standard deviations, Pearson product-moment correlations, and path analysis using JAMOVI 2.7.31 at the .05 level were applied. Teachers reported Outstanding instructional proficiency (M = 4.44), Expert digital literacy (M = 3.46), and high ICT readiness (M = 4.34). Digital literacy was most strongly associated with ICT readiness (r = .648, p < .001), while instructional proficiency was related to digital literacy (r = .346, p = .002) and ICT readiness (r = .266, p = .019). The path model showed that instructional proficiency was positively associated with digital literacy (beta = .346), digital literacy strongly predicted ICT readiness (beta = .648), and the direct instructional-proficiency-to-ICT-readiness path was minimal and non-significant (beta = .06, p > .05). The indirect standardized association was beta = .224, consistent with full mediation in the specified model. The findings identify digital literacy as the essential bridge between pedagogical competence and technological preparedness and provide the empirical basis for the proposed SCALE-ICT Framework.
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