Teachers’ Digital Orientation and Pupils’ Learning Performance

In today’s fast-changing world, technology has become an important part of teaching and learning. This study aimed to assess the digital orientation of teachers and their relationship with pupils' learning performance. Specifically, it evaluated teachers' access to technology, digital literacy, creative use of technology, and their perceptions. A correlational and causal-comparative design with documentary analysis was employed, targeting 154 teachers from two central schools which were selected through stratified random sampling. Data were gathered using a validated and reliability tested questionnaire and analyzed using Mean, Standard Deviation, Pearson Product Moment Correlation Coefficient, and Multiple Linear Regression. Results showed that teachers’ digital orientation and skill on creative use of technology have the most significant impact on pupils’ learning performance. Access to technology, digital literacy, and techno-centric perceptions showed no significant direct effect. The study concludes that the way teachers apply technology in lessons is more crucial than simply having access to it. It is recommended that continuous training programs be provided to enhance teachers' ability to integrate technology effectively in the classroom.