ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
——This study examined the relationship between digital literacy and teaching performance among basic education teachers in two selected secondary schools in the Division of Cagayan. A descriptive–correlational research design was utilized, involving 137 teachers selected through total enumeration. Data on digital literacy were collected using a researcher-made questionnaire covering three dimensions: technical skills, cognitive skills, and socio-emotional skills, while teaching performance was measured using the teachers’ Individual Performance Commitment and Review Form (IPCRF) ratings. Descriptive statistics, including mean and percentage, were used to determine the levels of the variables, while the Pearson Product-Moment Correlation Coefficient (r) was employed to test the relationship between them. The findings revealed that teachers demonstrated a high level of digital literacy (M = 3.12), with technical and socio-emotional skills rated high and cognitive skills rated moderate. In terms of teaching performance, the majority of respondents obtained an Outstanding rating (98.54%), with a mean score of 4.58. Furthermore, the results showed a significant positive relationship between digital literacy and teaching performance (r = 0.621, p = 0.000), indicating that higher digital literacy is associated with better teaching performance. The study concludes that digital literacy is a critical factor in enhancing teachers’ professional effectiveness. It recommends the implementation of continuous professional development programs focusing on improving teachers’ digital competence, particularly in cognitive skills, to further strengthen teaching quality. Keywords: digital literacy, teaching performance, basic education, teachers