ABSTRACT
This study explored the influence of digital competence and practices of master teachers in the Division of Butuan City, on their professional performance. Specifically, it investigated the level of performance among elementary master teachers in terms content knowledge and pedagogy, learning environment and diversity of learners, curriculum planning, assessment and reporting and community linkages and professional engagement and personal growth and professional development as stipulated in their IPCRF. Also, it looked into the extent of digital competence as evident among master teachers in terms of professional engagement, digital resources, digital instruction, digital assessment, empowering students’ digital growth and facilitating students’ digital competence. Likewise, the standard digital practices employed by the master teachers were also assessed.
Ninety-two elementary master teachers served as the respondents and 20 participants were included to gather the qualitative data. The study employed a multi-method research design using both quantitative and qualitative approaches. Quantitative data were treated using mean, standard deviation, Pearson r, and Regression while the qualitative data were treated using thematic analysis. Findings revealed that while master teachers demonstrated outstanding performance in content knowledge, pedagogy, and classroom management, their professional engagement in curriculum planning, assessment, and professional development was only rated as very satisfactory. Although they showed high levels of digital competence, this did not significantly influence their overall performance except in curriculum planning, assessment, and reporting, where it emerged as a key predictor.
Keywords: Influence, Digital Competence, practices of master teachers, professional performance, IPCRF, professional engagement, digital resources, digital instruction, digital assessment, empowering students’ digital growth and facilitating students’ digital competence
INTRODUCTION
The educational landscape is continuously evolving, influenced by technological advancements, globalization, and the shifting demands of 21st century learners. Today, schools are tasked with preparing students to be digital citizens equipped with the essential skills needed to thrive in a highly digital society. In this dynamic context, the role of master teachers has become increasingly critical. Master teachers are responsible not only for delivering high quality instruction but also for guiding less experienced educators and fostering a culture of continuous improvement. The increasing integration of digital technologies in education is recognized globally as essential to achieving sustainable development (Zhao, 2018).
According to UNESCO (2019), the United Nations’ Sustainable Development Goal No. 4 emphasizes the need for quality education and lifelong learning, with digital competence playing a pivotal role in modern educational practices that contribute to global efforts in fostering high-quality education supported by technology. Additionally, this aligns with SDG 9, which emphasizes the importance of innovation and infrastructure, particularly in the context of digital transformation. Strengthening the digital competence of master teachers will not only improve local educational practices but also contribute to the broader objective of sustainable development through technological innovation in education (World Bank, 2021).
In the Philippines, educational reforms like the Enhanced Basic Education Act of 2013 (Republic Act No. 10533) seek to provide Filipino learners to prepare them to take on the challenges of the 21st century. It emphasizes the legal mandate of promoting the right of all citizens to take appropriate steps in making education accessible to all. The Department of Education is geared towards the transformation of education through the Dep Ed's Computerization Program, which provides public schools with appropriate technologies (DepEd Order No. 78 s. 2010). The department emphasizes that teachers can integrate the use of technology into the different parts of the lesson, the use of computers to speed up the preparation of the daily lesson, creating a portal as a resource for their lesson preparation, classroom assessment, instructional methods and strategies with the ICT integration in teaching and learning process (DipEd Order No.42 s. 2016).
Master teachers, as instructional leaders, play a central role in aligning their teaching performance with these frameworks, particularly in making education and guiding classroom teachers in integrating digital tools. In this light, master teachers' digital competence becomes essential for fostering innovation, as their guidance can support the successful implementation of national educational standards. Despite these reforms, there were disparities in master teachers' ability to meet Dep Ed's standards, particularly in integrating technology into teaching practices. This gap suggests a need for more targeted professional development and support structures to standardize digital competence across educators.
The transition to digital education in Butuan City presents both advantages and challenges for master teachers, whose leadership skills are crucial in a technology-focused educational landscape. This research aims to investigate the influence of digital competence on master teachers' effectiveness, leadership capabilities, and instructional quality by employing the DigCompEdu framework, which is specific to educators. This was carried out by the European Union 6 Commission to determine the digital competencies of master teachers and develop them accordingly. It will identify the digital practices employed in educational integration and explore the influence of digital competence. Moreover, the study assessed how policies reveal and address the challenges teachers face in developing the necessary digital competencies to enhance teaching effectiveness and support student learning. The findings are expected to address the need for technical assistance and training programs and provide policy recommendations that empower master teachers to improve their performance and student outcomes in a rapidly changing educational environment.
Finally, it could support guidance for the continuous professional development of educators and hope to allow for not only revealing and comparing the current situation according to the DepEd standards but also contributing to attempts and improvements to be made towards the fulfillment of the Dep Ed ICT benchmarks therefore, high educational performance in schools is a "must," as the digitization of society is "the 'lifeblood' of the 21st-century economy" (WEF, 2019).
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