Technological Advancement in Education and Teaching Performance among Public Secondary School Teachers

Technological advancement gives teachers new tools to improve teaching and engage students. This study determines the level of technological advancement, including digital resources, pedagogical innovation, research, and technological capability, and its relationship towards teaching performance in terms of instructional competence, classroom management, assessment and evaluation, and student support and development among public secondary school teachers, and its significance when grouped according to their profiles. A total of 160 public secondary school teachers in North I and II districts participated. The research utilized a descriptive-correlational method, employing a universal sampling technique. Information was collected through standardized questionnaires derived from DepEd Order No. 42 series of 2017, and the researcher made questionnaires anchored from EDCOM II report. Statistical tools, including mean, percentage, standard deviation, and Pearson Correlation were employed for the data analysis. Key findings indicate that teachers possess a high level of technological capability and pedagogical innovation, with an interpretation of very high, effectively integrating technology into instructional strategies to deliver engaging lessons. However, the use of technology in academic research with an interpretation of high was minimal. In terms of teaching performance, the study revealed that teachers have strong instructional competence with a interpretation as consistently demonstrates, but a notable weakness in student support and development. Additionally, a significant relationship between teachers' profiles highlights that a one-size-fits-all approach is ineffective. These results support the theory of technologically-enhanced pedagogical performance. Therefore, it is recommended that professional development programs be tailored to teachers' specific needs, particularly in technology integration for research and student support. Initiatives should consider teacher demographics.