Digital Competence of Teachers in PISA-participating Schools

This research explored key components of teachers' digital competence in PISA-participating schools. Considering the country's historically low performance in PISA, particularly in mathematics, science, and reading, there is a pressing need to enhance educational outcomes through targeted interventions. The study identified the existing levels of digital competence among teachers. Employing a quantitative, descriptive-comparative-correlational research design, the study involved 72 teacher respondents in PISA-participating schools in the division of Nueva Ecija, Philippines. Data were gathered through structured questionnaires and analyzed using descriptive and inferential statistics to describe variables and test hypotheses. Results revealed that teachers' digital competence was at the Integrator level. Furthermore, significant correlations were found between teachers' digital competence and their educational attainment, position, and attendance at ICT training. Notable differences in teachers' digital competence emerged when grouped by age and educational background. The study's ultimate goal was to provide actionable insights to enhance teachers' digital competence to improve learners’ digital literacy towards improving performance in future PISA assessments.