Professional Development and Digital Literacy as Correlates of Technology and Livelihood Education Teachers Performance

Abstract

This study examined the levels of professional development, digital literacy, and performance of Technology and Livelihood Education (TLE) teachers in public secondary schools within the Municipality of Maramag, Bukidnon. Using a validated researcher-made questionnaire and employing descriptive statistics, correlation, and regression analysis, the study explored how key factors such as collaboration, digital competence, and institutional support influence teacher performance. Results revealed that TLE teachers demonstrated advanced professional development, especially in collaborative leadership and shared vision. However, limited access to technological and fiscal support hindered the full impact of professional learning. Teachers also demonstrated strong digital literacy, particularly in productivity and perceived importance, but had moderate confidence in using advanced tools, underscoring the need for more targeted, hands-on digital training. Teacher performance, as assessed using the IPCRF, was consistently rated very satisfactory, with strengths in assessment and professional growth. Correlation analysis showed that supportive conditions and digital productivity were positively and significantly related to teacher performance. Regression analysis identified digital productivity as the only significant predictor. The findings emphasized the importance of equipping TLE teachers with relevant digital tools, supportive working environments, and practical training aligned with their instructional needs. These insights offer actionable guidance for school leaders and policymakers aiming to strengthen teacher effectiveness through sustainable professional development and meaningful digital integration.