Assessment of Dumaran National High School Teachers’ Technological-Pedagogical Comspetence in Classroom Instructional Delivery

This study assessed the self-reported technological-pedagogical competence of teachers at Dumaran National High School in classroom instructional delivery. Specifically, it sought to determine the demographic profile of the respondents in terms of age, sex, teaching position, highest educational attainment, and years in teaching; assess their technological-pedagogical competence in terms of Technology Operations and Concepts and Pedagogy; and examine the relationship between their demographic profile and technological-pedagogical competence. The study was framed as a school-based local assessment intended to generate context-specific evidence for professional development planning at Dumaran National High School. The study employed a descriptive-correlational research design using total enumeration. Thirty-three teachers participated in the study, excluding the researcher to avoid bias and conflict of interest. The research instrument was adapted from the National ICT Competency Standards for Teachers and was administered through Google Forms. Frequency counts, percentages, means, Cronbach’s alpha, Fisher’s Exact Test, cross-tabulations, Mann-Whitney U test, and Kruskal-Wallis test were used to analyze the data.