Technology-Enhanced Professional Development: Basis for Improving Teaching Practices and Learning Outcomes in Dupax Del Norte I District, Nueva Vizcaya

This study examined technology-enhanced professional development as a basis for improving teaching practices and learning outcomes in Dupax del Norte I District, Nueva Vizcaya. It investigated the effects of technology integration in teacher professional development on instructional practices, teacher self-efficacy, professional beliefs, and learner performance. A mixed methods approach employing a quasi-experimental design was utilized, involving 60 public elementary school teachers who were assigned to experimental and control groups. Quantitative data were collected through validated survey questionnaires, teacher performance assessments, learner achievement records, and technology usage indicators. Qualitative data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Data were analyzed using descriptive and inferential statistical techniques for quantitative data and thematic analysis for qualitative data, with triangulation employed to ensure validity and reliability. Findings indicated that teachers who participated in technology-enhanced professional development demonstrated improved instructional practices, higher self-efficacy in integrating digital tools, and increased collaboration. Moreover, their learners showed improved engagement and better learning outcomes compared to those exposed to traditional professional development programs. The study concluded that technology-enhanced professional development served as an effective basis for strengthening instructional practices and improving learning outcomes. The results provided empirical evidence supporting the enhancement of professional development programs and informing policy directions on technology integration in education.