Technological Proficiency and Pedagogical Competence Among Elementary School Teachers

This study aimed to examine the influence of technological proficiency on the pedagogical competence of elementary school teachers in Piedad District, Davao City, using a descriptive-correlational quantitative research design. A total of 272 teachers were selected through stratified random sampling, and data were gathered using pilot-tested adapted survey questionnaires. Findings reveal that teachers’ technological proficiency is generally rated as extensive, with problem-solving with technology being the most evident and software tool proficiency the least. Similarly, pedagogical competence is also rated as extensive, with effective classroom organization being the most prominent and differentiated instruction the least. Correlation analysis shows a significant positive relationship between overall technological proficiency and pedagogical competence. Among the indicators, internet navigation and research skills, and problem-solving with technology demonstrate significant positive associations with teaching effectiveness. Conversely, software tool proficiency and digital communication competence are not significantly related. Regression analysis further confirms that only internet navigation and problem-solving predict pedagogical competence. These findings underscore the importance of targeted digital skill development to enhance instructional quality in elementary education.