ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study explores the relation between teachers’ digital competencies and students’ academic performance, positioning teachers’ technological preparedness as a crucial factor in the quality of instruction. Using a descriptive-correlational design, data were gathered from 105 public elementary school teachers through a validated questionnaire adapted from national digital literacy standards, while academic performance was obtained from official records. The instrument was designed to measure six domains of technological competence: basic computer use, use of common software, internet navigation, social media use, information literacy, and K–12 distance learning support. It was expert-validated and subjected to reliability analysis before administration. The results show that teachers have generally demonstrated high technological competencies across all domains, but areas of minor gaps were evident in cybersecurity and structural navigation of websites. Students also recorded high academic performance. Subsequent correlation analysis also revealed a significant positive relationship between the technological competencies of teachers and the achievement of students, and the stronger the teachers’ digital competencies, the better the academic performance of the students. These findings provide support for the critical role of technology-enhanced pedagogy in promoting learner success and point out the necessity of continuous professional development to enhance the digital competencies of teachers, especially those who are at emerging stages of developing their technological competencies. Strengthening institutional support for current and meaningful integration of technology would most likely further enhance teaching and learning. Keywords: Technological Competence, Academic Performance, Teacher Training, Digital Integration, Educational Research