Teachers’ Readiness for Digital Teaching, Computer Self-Efficacy, and Teaching Performance

AUTHOR(S)

MELIZA R. TINTERO

ABSTRACT

——This study examined the relationship between teachers’ readiness for digital teaching, computer self-efficacy, and teaching performance in the Division of Cagayan. A descriptive– correlational research design was employed, involving 100 elementary teachers as respondents. Data were collected using a researcher-made questionnaire to measure readiness and computer self-efficacy, while teaching performance was based on the teachers’ latest Individual Performance Commitment and Review Form (IPCRF) ratings. Descriptive statistics, particularly the mean, were used to determine the levels of the variables, while the Pearson Product-Moment Correlation Coefficient (Pearson r) was used to test relationships among them. The results revealed that teachers demonstrated a very high level of readiness for digital teaching (mean = 3.51) and a moderate level of computer self-efficacy (mean = 3.24). In addition, teachers’ teaching performance was found to be outstanding (mean = 4.72), indicating a high level of professional competence. Correlational analysis showed significant positive relationships between teachers’ readiness for digital teaching and computer self-efficacy (r = 0.620, p < 0.05), readiness and teaching performance (r = 0.681, p < 0.05), and computer self-efficacy and teaching performance (r = 0.711, p < 0.05). These findings imply that higher levels of readiness and self-efficacy contribute to better teaching performance. The study highlights the importance of continuous professional development and institutional support in enhancing teachers’ digital competencies to sustain effective teaching in technology-enhanced learning environments. Keywords: digital teaching readiness, computer self-efficacy, teaching performance, IPCRF, technology integration