Digital Literacy of Teachers and Its Influence on Instructional Effectiveness in Abulug District Riverside Unit Schools, Cagayan

AUTHOR(S)

MARIE ANN B. ARIZABAL

ABSTRACT

——This study examined the digital literacy of teachers and its influence on instructional effectiveness in Abulug District Riverside Unit Schools, Cagayan, during the School Year 2025– 2026. Utilizing a descriptive–correlational research design, the study involved 41 teacherrespondents selected through total enumeration. A researcher-made questionnaire was used to measure teachers’ digital literacy in terms of information and data management, communication and collaboration, digital content creation, safety and ethical practice, and technical problemsolving and adaptability, as well as their instructional effectiveness in terms of lesson planning, classroom management, delivery of instruction, use of instructional materials, and assessment of learning. Findings revealed that teachers demonstrated a high level of digital literacy (overall mean = 3.20) and an effective level of instructional effectiveness (overall mean = 3.15). Furthermore, a moderate positive and significant relationship (r = 0.412, p = 0.031) was found between teachers’ digital literacy and instructional effectiveness. The study concludes that enhancing teachers’ digital literacy can significantly improve instructional effectiveness. It recommends continuous professional development, provision of adequate technological resources, and institutional support to strengthen teachers’ digital competencies. Keywords: digital literacy, instructional effectiveness, teachers, ICT integration