Abstract:
This study investigated the digital gaps faced by 280 elementary school teachers and their teaching
performance in Zone III, Schools Division of Zambales, during the 2024-2025 school year.
Employing a quantitative-descriptive, causal-comparative, and correlational approach, data were
gathered through a validated questionnaire. Key digital gaps identified included access to
technology, digital literacy, technology integration, technical support, troubleshooting, adaptation
to new technologies, online resource evaluation, and time management. Teaching performance,
evaluated by school heads, focused on instructional delivery, classroom management, learning
assessment, and professional development. The findings show that the teachers, mostly aged 30-
39, female, in Teacher I positions, with 10-19 years of service and a master’s degree, represent a
well-qualified workforce. Teachers faced moderate digital gaps, indicating areas for focused
support and training. Age was identified as a significant factor influencing digital gaps, while sex,
position, service length, and educational attainment were not. A very low, non-significant
correlation was found between digital gaps and teaching performance, suggesting minimal impact
of digital gaps on teaching effectiveness. An enhanced digital training program was developed to
address these gaps and improve teachers' performance. It is recommended that teachers pursue
continuous digital skill development to boost instructional flexibility and technological
confidence. Regular assessment and adaptation of the training program were advised to align with
teachers' evolving needs and performance goals. |
