Digital Literacy Among Teachers in Public Secondary Schools in Allen District 1, Division of Northern Samar

AUTHOR(S)

LUZ G. RESULTA LORDELYN T. ALMASCO ARBIE M. ESTINOPO

ABSTRACT

— To overcome challenges, teachers have adopted various coping mechanisms, with a strong focus on motivating colleagues and parents to see the benefits of ICT. Engaging with school leadership to improve the school’s digital infrastructure and seeking support for better access to electricity and technology are among the most common strategies employed. These efforts reflect the teachers’ proactive approach in addressing the barriers to ICT integration and ensuring that both the school community and broader educational environment are aligned with the goal of improving digital literacy. Interestingly, while efforts to procure more devices and improve internet connectivity are important, teachers place greater emphasis on attitudinal shifts and community engagement. This suggests that teachers recognize the need for collective buy-in and support from all stakeholders to create an environment conducive to digital learning. Despite challenges, the data indicates that teachers possess a solid foundation of digital literacy across various domains, including information retrieval, usage, and creation. However, there remain areas for improvement, especially in areas like multimedia content creation, understanding legal issues related to digital content, and refining advanced search strategies. Teachers show strong capabilities in using digital tools for information retrieval and basic content creation, but they need further training in more specialized areas to truly enhance their digital pedagogy. The absence of significant relationships between demographic factors (such as age, gender, or experience) and digital literacy levels suggests that factors such as personal motivation, access to resources, and institutional support are likely more significant determinants of digital literacy than traditional characteristics. This implies that digital literacy initiatives should be universal and tailored to meet the needs of all teachers, regardless of their demographic profiles, and should emphasize continuous professional development and peer collaboration. The study indicates that while teachers exhibit a strong foundation in digital literacy, significant barriers remain that hinder their full potential. The primary challenges are resource-related and stem from a lack of content, clear pedagogical models, and insufficient technical support. To address these issues, a comprehensive approach is required, one that includes ongoing professional development, institutional support for infrastructure, and incentives for attitude change toward technology. Keywords — Digital literacy among Teachers in Public Secondary schools