Technological Teaching Delivery and Digital Capability of Public Senior High School Teachers

The study aimed to determine the extent of technological teaching delivery and the extent of digital capability of public senior high school teachers. This study employed a non-experimental quantitative research design utilizing descriptive-correlation method. Validated questionnaire and Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. One hundred twenty (120) public senior high school teachers were the respondents of the study. Using mean, pearson-r, and regression analysis, the findings revealed that the technological teaching delivery was extensive while the extent of teachers’ capability of public senior high school teachers was also extensive. Moreover, the overall results disclosed that indicators for the technological teaching delivery were positively correlated to the teachers’ capability of public senior high school teachers. Further, results from the regression analysis revealed the following have a strong influence of technological teaching delivery on the teachers’ capability of public senior high school teachers: online learning, blended learning, and hybrid learning. It is recommended that the Department of Education (DepEd) should prioritize the continuous professional development of teachers by implementing regular digital literacy training, certification programs, and workshops on emerging educational technologies. For teachers, embracing digital transformation requires continuous self-improvement and adaptability.